Listen as MS in Global Health Faculty Director Ashti Doobay-Persaud discusses how the impacts of colonialism can still be seen in the practice of global health today in the Global Dispatches podcast.
The discussion covers the colonialist history of the practice of global health and what can be done to decolonize global health, including the role of academic institutions in this effort.
Dr. Ashti Doobay-Persaud is the Faculty Director for the Masters of Science in Global Health program. She is an Assistant Professor of medicine at Northwestern's Feinberg School of Medicine in the Division of Hospital medicine and the director of the Global Health Hospitalist program that focuses on providing trained faculty to staff Hillside's clinics in Belize. She is the director of the Center for Global Health Education in the Institute for Global Health at Feinberg School of Medicine. She is also the chair of Facuty Development in Global Health providing opportunities for those interested in volunteering abroad as well as connecting faculty and students who are already participating in global health. During medical school and residency she provided clinical care in medicine and partnered with two NGOs Himalayan Health Exchange on a longitudinal basis and also worked in South Africa as a Yale Johnson and Johnson scholar in an ARV clinic. After completing residency she participated as a physician volunteer at ASRI clinic in Borneo and partnered up with an NGO called Hillside Healthcare International, an NGO providing primary care in rural areas in Belize. Doobay-Persaud earned her MD and BA from Tufts University School of Medicine. She completed a residency in Traditional Internal Medicine at Yale New Haven Hospital.
Education
MD and BA from Tufts University School of Medicine
Residency of Traditional Internal Medicine at Yale New Haven Hospital.
Dr. William Cherniak is an emergency physician with training in family medicine and global public health. He is a cofounder and board chair of Bridge to Health Medical and Dental Canada & USA and the founder and CEO of Rocket Doctor Inc. He is also a founding director of the African Film Festival. Bill has had research published in the New England Journal of Medicine, the Lancet, Academic Medicine, PLOS ONE and given numerous speeches in Europe and North America on global health and development.
Bill completed his medical school at the University of Calgary and residency at the University of Toronto. He completed a cancer research fellowship at the U.S. Federal Government's Center for Global Health in the National Cancer Institute/National Institutes of Health as well as a Master in Public Health at the Johns Hopkins Bloomberg School of Public Health, with a concentration in health in crisis and humanitarian assistance, while a Sommer Scholar with a full-scholarship. He taught at the University of Southern California’s Keck School of Medicine and is an Assistant Professor at the University of Toronto’s Department of Family and Community Medicine, Division of Emergency Medicine.
Education
MD (University of Calgary) CCFP-EM (University of Toronto) MPH (Johns Hopkins Bloomberg School of Public Health) BSc (Western University) DABFM
Current Research Interests
Telemedicine / virtual care Global Health Point of care ultrasound Maternal / child health
I first began teaching in 2018 at NU with the Research Methods course. I’ve been an active researcher interested in technology and healthcare since my first year in medical school, getting involved with a project on surgical oncology using a digital medical reporting system for operative notes in 2009. Since then, I’ve taught at a variety of institutions across North America as well as with our colleagues and learners around the World at Bridge to Health Medical and Dental. My focus on education is working with learners to help them to come to their own solutions for active questions, rather than attempting to give them my solution.
I think it’s one thing to give someone an idea, and another to empower them to create it themselves and work to refine it. I really enjoy seeing the finished product of what students put together over the course of a year, specifically the projects that we have in the courses. I try my best to avoid make-work assignments, rather focusing on tangible initiatives that will help learners in their future careers. Finally, building off the practical implications, I always enjoy involving excited and interested students in the projects I’m working on with my team at Bridge to Health and elsewhere.
Dr. Leslie Cordes is an Assistant Professor of Clinical Pediatrics at Northwestern’s Feinberg School of Medicine. She received both her undergraduate and medical degrees at Northwestern University. Her global health interests are focused in Haiti where she is involved in providing clinical care as well as research on implementation of neonatal care interventions. Following years of clinical practice, Dr. Cordes returned to the classroom and earned an MPH in Epidemiology with a concentration in Maternal and Child Health from the University of Illinois- Chicago.
Education
MD Northwestern University 1984
MPH University of Illinois- Chicago 2016
Current Research Interests
neonatal care in global health settings
Relevant Work
Sr. Medical Consultant (Private PK-12 School in Chicago) for COVID-19 Response- applied epidemiology 10/20 -present
International Community Access to Child Health (ICATCH) team member- part of the American Academy of Pediatrics Section on Global Health. The ICATCH team solicits and reviews grant applications for projects aimed at improving health in children in low- and middle-income countries. 2015-present
Northwestern University Feinberg School of Medicine Small Group Tutor for Medical Decision Making- guiding first year medical students as they learn and apply epidemiology concepts
Selected Publications
Effectiveness of a campaign to implement chlorhexidine use for newborns in rural Haiti https://doi.org/10.1186/s13104-017-3059-x Effects of Early Initiation of Breastfeeding on Exclusive Breastfeeding Practices of Mothers in Rural Haiti https://doi.org/10.1016/j.pedhc.2019.02.010
Recognition
Northwestern University Feinberg School of Medicine Outstanding Teacher Recognition, annually since 2014 Delta Omega Public Health Honor Society 2016 University of Illinois School of Public Health 2016 Paul Levy Award for academic excellence in Epidemiology
Recent Courses
MSGH 408-DL : Biostatistics and Epidemiology
Teaching Approach and Philosophy
I am a pediatrician with a focus on public health and epidemiology and I’ve been teaching Epidemiology and Biostatistics to Northwestern students in the MSGH program since 2017. Connections formed with community leaders around the globe creating innovative pediatric care models as well as my own work with colleagues around newborn care practices allow me to apply concepts of these disciplines to real-world problems. My goal with each group of students in my MSGH 408 course is to instill an appreciation for epidemiology and biostatistics as the foundation for public health decisions. The real learning happens by applying the fundamental concepts of these disciplines and seeing how they work in real-world situations. As a way to bring these concepts to life for students, I’ve deconstructed some global health journal articles and use these examples from current literature to illustrate the principles we study during our time together. I want to make the global health literature more approachable by examining the parts while appreciating the whole. Students are also tasked with working in small groups to analyze selected global health articles. Seeing students make the connections between the textbooks and the real world is very rewarding. These disciplines shift from being intimidating and prohibitive to forming the foundation of public health questions, actions and policies.
Mainza Durrell, PhD is an applied implementation research scientist with a background in Global Health and Healthcare Management. She has been teaching in the MSGH Program since 2020. Dr. Durrell's career is focused on leading and working with multiple stakeholders to develop, implement, and evaluate HIV prevention interventions in minority and underserved communities in the United States and Sub-Saharan Africa. She is a lifelong learner, passionate about bridging the gap between research and practice and always looking for opportunities to learn and keep current in my work through current and new research collaborations. Dr. Durrell has more than 12 years of experience successfully managing research projects, leading cross-functional teams and collaborating with stakeholders at different levels in the United States and Sub-Saharan Africa. She successfully launched and led the implementation of performance monitoring systems, evaluation and research for Jhpiego’s Voluntary Medical Male Circumcision (VMMC) for HIV prevention program in 11 countries in Sub-Saharan Africa.
Dr. Durrell currently serves as the Director of Research at the Chicago Center for HIV Elimination at the University of Chicago where she leads cross functional teams conducting research to understand barriers to HIV prevention and implement community-based research to help dismantle health inequities for young black men who have sex with men, transgender women, and criminal justice involved populations.
Education
DrPH, University of Illinois MBA- Healthcare Management, Loyola University BSc, University of Zambia
Current Research Interests
Global Health in Developing Countries HIV/STI Prevention and Treatment Social Determinants of Health Implementation Research
Relevant Work
Director of Research, Chicago Center for HIV Elimination/University of Chicago - lead teams conducting research to understand barriers to HIV prevention and implement evidence-based community-based programs to help dismantle health inequities in underserved communities.
Senior Research Advisor, Jhpiego/Johns Hopkins University -Successfully launched and led the implementation of performance monitoring and program evaluation systems for a global health program serving over 3 million clients in East and Southern Africa. Led diverse teams and multiple stakeholders to achieve program goals efficiently. Experience working with USG (Centers for Disease Control and Prevention (CDC), Department of Defense (DoD), United States Agency for International Development) as well as private donors in global health.
Selected Publications
M Musiige, Adrian., Adamu, Tigistu.,Stolarsky, Galina., T Dialwa, Rosinah & Manda, Robert & Ntsuape, Conrad & Mafeni, Jerome & Busang, Lesego & Curran, Kelly & Motlhoiwa, Kenanao & J Mwangemi, Frank & Lukobo-Durrell, Mainza & T Glenshaw, Mary. (2016). Participant Experiences and Views of Odor and PrePex Device Removal Pain in a VMMC Pilot Study in Botswana. Journal of acquired immune deficiency syndromes. 72 Suppl 1. S73-S77
Skolnik, L., Tsui, S., Ashengo, T. A., Kikaya, V., & Lukobo-Durrell, M. (2014). A cross-sectional study describing motivations and barriers to voluntary medical male circumcision in Lesotho. BMC public health, 14(1), 1119.
Mahler, H. R., Kileo, B., Curran, K., Plotkin, M., Adamu, T., Hellar, A., Koshuma, S., Nyabenda, S., Machaku, M., Lukobo-Durrell, M., Castor, D., Njeuhmeli, E & Fimbo, B. (2011). Voluntary medical male circumcision: matching demand and supply with quality and efficiency in a high-volume campaign in Iringa Region, Tanzania. PLoS Medicine, 8(11), 1455.
Recent Courses
MSGH 480-DL : Global Health Leadership
Teaching Approach and Philosophy
I believe in active learning and real time application of concepts learned to facilitate learning and mastery of subject material. I am passionate about bridging the gap between research and practice through active learning that is interactive, reflective, collaborative, practical, relevant, and rooted in real-life contexts. Given the unique challenges of student engagement in online learning, I incorporate a variety of learning strategies to keep students engaged including regular and hot-topic group discussions with prompts to me and their peers, role-plays, guest speakers and group projects. I expect students to read course materials, actively engage in discussions with their peers and me, write reflectively about the material and assume roles as leaders, themselves, when working in groups. I currently teach the MSGH480 Global Health Leadership class and enjoy sharing my expertise and experience with the next generation of global health leaders. Students come from diverse backgrounds, cultures, and experiences bringing a wealth of knowledge and experience to the class. I love learning from my students and facilitating peer-to-peer learning between them. As an Implementation Research Scientist, I am passionate about helping students connect theory with practice and it is rewarding to see their growth as they grasp the concepts and apply them real-world contexts. My hope for this class is for students to gain the practical skills and knowledge needed to influence, motivate, and enable others to contribute toward improving global health and achieving health equity for all people worldwide.
Dr. Faerron is currently an Associate Professor of Global Health at the University of Maryland Baltimore, Graduate School. He is also the Director of the Centro Interamericano para la Salud Global (CISG) in Costa Rica and acts as the Associate Director of the Planetary Health Alliance at the Harvard T.H. Chan School of Public Health. Dr. Faerron follows a framework of equity in health and human rights as guiding principles and firmly believes in progress in health through community empowerment, action/research, and participatory education. Dr. Faerron holds adjunct positions at the School of Medicine/Universidad de Costa Rica, the School of Professional Studies/Northwestern University, and the Universitat Oberta de Catalunya. Dr. Faerron began his career as a primary care doctor in a rural area of Costa Rica, where he worked closely with migrant and indigenous populations. His work seeks to redefine the meaning of leadership in global health through innovative educational approaches. Dr. Faerron follows a framework of equity in health and human rights as guiding principles and firmly believes in progress in health through community empowerment, action/research, and participatory education.
Current Research Interests
Complex systems and health
Global health equity
Planetary Health
Decolonizing Global Health
Education
M.D., Universidad de Costa Rica
M.Sc., International Health and Development, Queen Margaret University, Edinburgh and the Vrije University, Amsterdam
Relevant Work
Feb 2018–Present Director of Global Health Programs / Associate Faculty University of Maryland Graduate School, Baltimore (United States)
April 2019- Present Associate Director Planetary Health Alliance, T.H. Chan School of Public Health, Harvard University, Boston (United States)
Feb 2016–Present Director and chief executive InterAmerican Center for Global Health – Centro Interamericano para la Salud Global, San Vito, Costa Rica.
Jun 2018–May 2019, Academic Director , Organization for Tropical Studies, Costa Rica, United States, South Africa
Oct 2015–Jan 2018 Director and chief executive Hands for Health, San Vito (Costa Rica)
Selected Publications
Faerron Guzmán C.A. Complexity in Global Health– Bridging Theory and Practice. Annals of Global Health. 2022; 88(1): 49, 1–8. DOI:
Faerron Guzmán, C.A.., Aguirre, A.A., Astle, B., Barros, E., Bayles, B., Chimbari, M., El-Abbadi, N., Evert, J., Hackett, F., Howard, C. and Jennings, J., 2021. A framework to guide planetary health education. The Lancet Planetary Health, 5(5), pp.e253-e255.
Faerron Guzmán C A, Montero-Zamora P, Bolaños-Palmieri C, et al. (October 15, 2021) Willingness to Get a COVID-19 Vaccine and Its Potential Predictors in Costa Rica: A Cross-Sectional Study. Cureus 13(10): e18798. doi:10.7759/cureus.18798
Faerron Guzmán, C.A. and Rowthorn, V., 2022. Special Collection on Decolonizing Education in Global Health. Annals of Global Health, 88(1), p.38. DOI:
Duff H., Faerron Guzmán, C., Almada, A., Golden, C., and Myers, S. “Planetary Health Case Studies: An Anthology of Solutions”. PHA, Boston, USA. 2020; https://doi.org/10.5822/phanth9678
Recent Courses
Perspectives in Global Health, Global Health Leadership, Introduction to Planetary Health
Teaching Approach and Philosophy
In my teachings, I borrow from complexity science, systems thinking, transformative learning, popular education, socio-ecological theory, among others, and aim to build an educational approach that brings together the social, political, economic, cultural, and environmental interconnected realities of the world we live in. The intention is to provide a multi-layered and comprehensive understanding of the current challenges we face and their related theoretical concepts. I aim to enable reflection and action for individual and collective transformation in the hopes of achieving a profound shift in our understanding of how we relate to "others," as well as increasing our awareness of the power dynamics that determine current injustices within our world.
Dr. Shannon Galvin is the Director of Clinical Programs & Training for the Institute for Global Health. She coordinates and participates in clinical and research activities initiated and supported by the Institute, aiming to facilitate new research projects of global import by Northwestern and partner researchers. This includes supporting existing research projects in HIV care and ART treatment, rapid diagnostics and models of clinical care in resource limited settings. In addition, Galvin assists in identifying global health opportunities both for new researchers and established researchers whose work translates to international settings. Galvin also serves as clinical advisor for any clinical activities of the Institute. She has spent ten years as an infectious disease physician and HIV researcher in resource limited settings. Prior to joining Northwestern she was an Assistant Professor in Infectious Diseases at University of North Carolina at Chapel Hill.
Arda Gucler, PhD received his degree in international relations and political theory from the Department of Political Science at Northwestern University. His research interests are at the intersection of international relations, politics of representation, and global health. He has been teaching at the MSGH Program at Northwestern since its inception and he teaches classes on global health policy, sustainability, and healthcare systems. Gucler is happy to report that he holds the graduate faculty Distinguished Teaching Excellence Award that is given by the School of Professional School at Northwestern.
Education
Northwestern University, Ph.D. The Teaching Certificate Program - The Searle Center of Advanced Learning and Teaching, Northwestern University
Current Research Interests
Global Health International Relations Public Policy Human Rights Political Theory
Relevant Work
Adjunct Professor - Global Health Program -SPS, Northwestern University - 2016 - 2021 Uppsala University - Postdoctoral Fellow, 2016-2017
Selected Publications
“Global Citizenship.” In Walter Leal Filho, Prof, Pinar Gökçin Özuyar, Dr. , & Anabela Marisa Azul, Prof (Eds.), Encyclopedia of the UN Sustainable Development Goals. Peace, Justice and Strong Institutions (2019).
“Political Inclusion.” In Walter Leal Filho, Prof, Pinar Gökçin Özuyar, Dr. , & Anabela Marisa Azul, Prof. (Eds.), Encyclopedia of the UN Sustainable Development Goals. Peace, Justice and Strong Institutions (2020).
“Why So Timely? Politics of Representation and its Entanglement in Presentism,” Philosophy & Social Criticism 46, no. 2 (2020): 224 – 246. DOI:10.1177/0191453719839452
“Nations and Nationalism.” In Walter Leal Filho, Prof, Pinar Gökçin Özuyar, Dr. , & Anabela Marisa Azul, Prof. (Eds.), Encyclopedia of the UN Sustainable Development Goals. Peace, Justice and Strong Institutions (2020).
Recognition
Distinguished Teaching Excellence Award - the Searle Center of Advanced Learning and Teaching - Northwestern University Swedish-Turkish Postdoctoral Fellowship, Swedish Institute DAAD Intensive Language Course Grant, Northwestern University
Recent Courses
MSGH 405-DL : Foundations of Global Health and Global Burden of Disease MSGH 417-DL : Global Health Systems MSGH 421-DL : Global Health, Globalization, and Public Policy MSGH 450-DL : Sustainability of Global Health Initiatives MSGH 456-DL : Access to Health and Medicines
Teaching Approach and Philosophy
Over the course of years, I have condensed my teaching philosophy to six core principles – providing a supportive but challenging environment, generating a collaborative learning process, facilitating learning that goes beyond the classroom, achieving clarity in teaching, showing dedication to self-development, and being a role model for my students. In asynchronous online teaching, I put a lot of emphasis on discussion boards. I do my best to engage with all my students on a weekly basis on this platform.
I am a firm believer that there is no stagnation in life since we are either progressing or regressing. I, therefore, try to evolve as much as I can as a teacher, which makes self-development an essential part of my own learning process. To achieve this, I participate in workshops on effective teaching, including the one offered by the Searle Center of Advanced Learning and Teaching at Northwestern. I also invite outside observers to comment on my teaching to understand my shortcomings. I also take student evaluations very seriously.
Dr. Claudia Hawkins is an Associate Professor in Medicine - Infectious Disease, Director of the HIV/Viral Hepatitis Co-infection Program and faculty member in the Institute for Global Health at Northwestern University. Dr. Hawkins has over ten years of experience in global health working with large HIV care and treatment programs in sub-Saharan Africa. Previously, she served as Clinical Director to the Management and Development HIV Care and Treatment program in Dar es Salaam, Tanzania, providing technical assistance and overseeing the large-scale rollout of antiretroviral therapy to over 50,000 HIV-infected individuals. Her research interests include HIV and chronic viral hepatitis. She currently leads studies of HIV, HIV/hepatitis B virus, and HIV/hepatitis C virus co-infection and Hepatocellular Carcinoma in the United States, Tanzania, and Nigeria. She is a member of AIDS Clinical Trial Group Hepatitis Transformative Science Group and HBV Cure Working Group and the MACs Liver Working Group. She regularly mentors medical students, residents, and Infectious Disease fellows at the Northwestern Feinberg School of Medicine in global health projects.
Recent Courses
MSGH 405-DL : Foundations of Global Health and Global Burden of Disease
Kate Klein serves as the administrative director at the Havey Institute for Global Health. She is responsible for the effective operations of the institute's research and administrative activities as well as the development, oversight and management of international education in clinical medicine and research opportunities for Feinberg School of Medicine students. Klein oversees the integration of all international educational programs for Feinberg and is responsible for developing and maintaining the school’s global educational partnerships. Prior to joining the institute, Klein worked on the Zika virus response at the American Academy of Pediatrics. She also worked at the Centers for Disease Control and Prevention in the Vietnam country office and at headquarters in Atlanta on the Global Health Security Agenda. She also served as the associate director for the Program of African Studies at Northwestern. Klein holds a master's of public health from Northwestern University and a master's degree in anthropology from American University.
Current Research Interests
global health
sustainable development
capacity building
health systems strengthening
Education
Master of Public Health
Master of Arts, Anthropology
Bachelor of Arts, Anthropology
Relevant Work
2017 - present, Administrative Director, Havey Institute for Global Health. Oversee the development and management of numerous global health projects from conception through implementation in countries throughout the world to support the mission of the Institute for Global Health
2016-2017, Program Manager, Infectious Disease Preparedness and Response, American Academy of Pediatrics. Oversaw the Zika Virus response from the AAP, working hand in hand with the CDC.
2014-2016, Centers for Disease Control and Prevention. Worked on country health systems strengthening through the Public Health Institutes program in numerous countries, supported the Ebola response at CDC Headquarters. Supported the Field Epidemiology Training Program and childhood immunization study at the CDC country office in Vietnam
Selected Publications
“Impact of the COVID-19 Pandemic on Global Health Research Training and Education” Journal of Global Health, September 2020
“Extending the Reach of Pediatric Emergency Preparedness: A Virtual Tabletop Exercise Targeting Children's Needs,” Public Health Reports, 2019 Jul/Aug;134(4):344-353
Update: Interim Guidance for the Diagnosis, Evaluation, and Management of Infants with Possible Congenital Zika Virus Infection — United States, October 2017 (acknowledged contributor)
Ebola Unaffected Countries Response: CDC and IANPHI Partnership Division of Global Health Protection Newsletter, Centers for Disease Control and Prevention (CDC), November 2014
Barbara Lyle, PhD, is an instructor in the Masters of Global Health program. She brings over 25 years of experience in the corporate and public sector working as a nutrition researcher, communicator, and innovator. She has 20 peer reviewed scientific publications, is a patent holder, and lead technical author/co-author on submissions to FDA and USDA addressing original and subsequent revisions to nutrition labeling regulations for foods. She serves on the board of a start-up not for profit called FORTIFY as well as the American Society for Nutrition, currently as Secretary and in the most recent past as Treasurer. Barbara runs a technical consulting firm and is a consulting Sr. Nutrition Advisor for the Institute for the Advancement of Food and Nutrition Sciences in Washington, DC. Her MS and PhD are from the University of Wisconsin in Madison.
Education
PhD in Nutritional Sciences at the University of Wisconsin, Madison MS University of Wisconsin, Madison
Current Research Interests
iron nutriture dietary guidance bioactive dietary components health effects of food supply change
Relevant Work
Nutrition researcher and R&D Strategy at Kraft Foods Global. 1989 -2014 Institute for the Advancement of Food and Nutrition Sciences, 2015 - current. Advisor leading nutrition committees comprised of government, industry, and academics. Oversee grants and scientific symposium/webinars.
Selected Publications
AA Yates, JT Dwyer, JW Erdman, JC King, BJ Lyle, BO Schneeman, and CM Weaver serving as an ad hoc Working Group on a Framework for Developing Recommended Intakes for Dietary Bioactives. Framework for developing recommended intakes of bioactive dietary substances. Adv in Nutrition In press. May 2021 doi: https://doi.org/10.1093/advances/nmab044.
M Camilleri, BJ Lyle, KL Madsen, J Sonnenburg, K Verbeke, and G Wu. Role for diet in normal gut barrier function: developing guidance within the framework of food-labeling regulations. A J Physiol Gastrointest Liver Physiol 2019;317:G17-G39.
JT Dwyer, KH Rubin, KL Fritsche, TL Psota, DJ Liska, WS Harris, SJ Montai, BJ Lyle. Creating the Future of Evidence-based Nutrition Recommendations, Case Studies from Lipid Research. Advances in Nutrition. 2016;8(1):747-755.
KA Livingston, M Chung, CM Sawicki, BJ Lyle, DD Wang, SB Roberts, NM McKeown. Development of a Publicly Available, Comprehensive Database of Fiber and Health Outcomes: Rationale and Methods. PLOS ONE, June 27, 2016 http://dx.doi.org/10.1371/journal.pone.0156961.
VK Ridaura, JJ Faith, FE Rey, J Cheng, AE Duncan, AL Kau, NW Griffin, V Lombard, B Henrissat, JR Bain, MJ Muehlbauer, O Ilkayeva, CF Semenkovich, K Funai, DK Hayashi, BJ Lyle, MC Martini, LK Ursell, JC Clemente, W Van Treuren, WA Walters, R Knight, CB Newgard, AC Heath, JI Gordon. Gut Microbiota from Twins Discordant for Obesity Modulate Metabolism in Mice. Science. 2013:341(6150).
B Shukitt-Hale, MG Miller, Y Chu, BJ Lyle, JA Joseph. Coffee, but Not Caffeine, has Positive Effects on Cognition and Psychomotor Behavior in Aging. Age 2013. DOI 10.1007/x11357-012-9509-4.
Lyle, BJ, JA Mares-Perlman, BEK Klein, R Klein, M Palta, PE Bowen, JL Greger. Serum Carotenoids and Tocopherols and Incidence of Age-Related Nuclear Cataracts. Am. J. Clin. Nutr. 1999;69:272-7.
Suttie, JW, LL Mummah-Schendel, DV Shah, BJ Lyle, JL Greger. Vitamin K Deficiency from Dietary Vitamin K Restriction in Humans. Am. J. Clin. Nutr. 1988;47:475-80.
Recognition
Secretary, American Society for Nutrition 2021 - current Treasurer, American Society for Nutrition, 2013-2015
Recent Courses
MSGH 452-DL : Global Nutrition: Science, Policy, and Perspectives
Teaching Approach and Philosophy
At the graduate level, the most important principles are to build skills in identifying and evaluating quality evidence within the wide range of publicly available information, widen the student's view of how to impact public health through nutrition by learning from a diversity of perspectives, and then take into account ambiguous and competing perspectives in order to decide on and concisely communicate recommended nutrition public health actions.
Leah Neubauer, EdD, has a primary area of scholarship in curriculum development and training in the public health and health-related professions domestically and globally. She conducts collaborative global mixed-methods research focused on the development, implementation, evaluation and dissemination of school-based sexual and reproductive health programs. In addition, her work employs multidisciplinary, theory-driven approaches to teaching and evaluation capacity-building within varied organizational structures. She teaches graduate-level courses in global health, public health and evaluation.
Current Research Interests
Global Health Education
Health Promotion
Curriculum Development
Academic Public Health
Accreditation
Education
EdD, National Louis University
MA, DePaul University
BA, DePaul University
Relevant Work
Associate Professor, Department of Preventative Medicine, Division of Public Health Practice
Assistant Director, Center for Global Health Education
Director, Accreditation and Educational Advancement
Selected Publications
Galvin Shannon, M. D., Neubauer Leah, C., & Leonard William, R. Reassessing Global Health Education in the Age of COVID-19.
Harper, G. W., & Neubauer, L. C. (2021). Teaching during a pandemic: A model for trauma-informed education and administration. Pedagogy in health promotion, 7(1), 14-24.
Englert, E. G., Kiwanuka, R., & Neubauer, L. C. (2019). ‘When I die, let me be the last.’Community health worker perspectives on past Ebola and Marburg outbreaks in Uganda. Global public health, 14(8), 1182-1192.
Archibald, T., Neubauer, L. C., & Brookfield, S. D. (2018). The critically reflective evaluator: Adult education's contributions to evaluation for social justice. New Directions for Evaluation, 2018(158), 109-123.
Berić-Stojšić, B., Doobay-Persaud, A., & Neubauer, L. C. (2020). How do we teach for global health? Reviewing and renewing to advance pedagogy for global health and health promotion.
Recognition
ASPPH Early Career Teaching Excellence Award
Associate Editor, American Journal of Evaluation
Editorial Board, Health Education and Behavior (HEB)
Recent Courses
MSGH 405: Foundations of Global Health and Global Burden of Disease
Teaching Approach and Philosophy
I view educators as facilitators, partners, and resources who exist interdependently with their learners, trainees, students, and colleagues. Educators bear the responsibility to constantly reflect on and challenge their practice inside and outside of the classroom. Attention to power and consistent reflection on the situational relevance of one’s practice and its role among other education partners/learners are essential to ensure effective and fruitful educational endeavors inside and outside of the classroom.
Martin Nieuwoudt, PhD is a professor in the Department of Mechanical and Mechatronic Engineering at Stellenbosch University. He is the director for the Institute for Biomedical Engineering at SU and also holds an adjunct professor position in the Department of Biomedical Engineering at Northwestern University. He has degrees in physiology, nuclear medicine technology and a PhD in bioengineering. He has worked as a researcher in tissue engineering, molecular biology, epidemiology and biostatistics. Much of Nieuwoudt's research focuses on the immune system in states of health and disease; in particular, merging mathematical models with empirical biomarker data to improve statistical methodologies and to inform public-health decision-making regarding anti-retroviral treatment outcomes. He is also involved in the commercialisation of intellectual property, educational entrepreneurship and strategic management at SU.
Recent Courses
MSGH 410-DL : Research Methods
MSGH 427-DL : Grant Writing, Development, and Fundraising
Kara Palamountain is a Research Associate Professor at the Kellogg School of Management and a Lecturer of Global Health.
Palamountain has managed over 50 Kellogg field research teams conducting market entry analysis for medical technologies in over a dozen countries (Botswana, Brazil, Cambodia, China, India, Kenya, Lesotho, Malawi, Mozambique, Namibia, Nigeria, South Africa, Swaziland, Tanzania, Uganda, Vietnam and Zambia).
Palamountain is Co-Principal Investigator of a $68M grant, Newborn Essential Solutions and Technologies, or NEST360°, which aims to reduce the neonatal mortality rate by scaling life-saving medical devices within the health systems of four African countries.
Palamountain has also served as an external reviewer for various projects under consideration by the Bill & Melinda Gates Foundation and a peer reviewer for Grand Challenges Canada. She also authored ""Exploring the Case for a Global Alliance for Medical Diagnostics Initiaitive"" published in Diagnostics, ""Perspectives On Introduction And Implementation Of New Point-Of-Care Diagnostic Tests"" and ""Opportunities And Challenges For Cost-Efficient Implementation Of New Point-Of-Care Diagnostics For HIV And Tuberculosis"" published in the Journal of Infectious Diseases, and ""Optimizing tuberculosis case detection through a novel diagnostic device placement model: The case of Uganda"".
Ms. Palamountain is also the President of the Northwestern Global Health Foundation and a co-founder of Minute Molecular Diagnostics . Prior to her work at the Northwestern Global Health Foundation and at Kellogg, Kara worked as a management consultant in Deloitte's Healthcare practice for over six years (1998-2002; 2004-2006). She received her MBA from Kellogg in 2004 and her BBA from the University of Texas at Austin in 1998.
Education
MBA, Northwestern University Kellogg School of Management
Current Research Interests
Medical Diagnostics Innovation Low- and Middle-Income Countries Newborns Sample Transport Network Optimization Launching and Scaling Medical Technologies
Relevant Work
Research Associate Professor Lecturer of Global Health President, Northwestern Global Health Foundation
Sarah Rodriguez, PhD, is Associate Professor of Instruction in Global Health Studies Program in the Weinberg College of Arts & Sciences, a lecturer in Medical Education in the Feinberg School of Medicine, and a core faculty member of the Medical Humanities & Bioethics Graduate Program. She teaches the history of medicine, the history of reproductive health, and global bioethics. In addition to multiple single-authored articles and book chapters and more than a dozen co-authored articles and book chapters she has written two books: Female Circumcision and Clitoridectomy in the United States: A History of a Medical Treatment (2014) and The Love Surgeon: A Story of Trust, Harm, and the Limits of Medical Regulation (2020). Rodriguez holds a PhD in preventive and societal medicine from the University of Nebraska Medical Center and an MA in the history of science and medicine from the University of Wisconsin-Madison.
Recent Courses
MSGH 419 DL: Global Bioethics
Current Research Interests
History of reproductive health
History of clinical research ethics
History of clinical practice
Education Background
PhD/University of Nebraska Medical Center
Selected Publications
The Love Surgeon: A Story of Trust, Harm, and the Limits of Medical Regulation (Rutgers: Rutgers University Press, 2020).
Female Circumcision and Clitoridectomy in the United States: A History of a Medical Treatment (Rochester, NY: University of Rochester Press, Rochester Studies in Medical History, 2014).
“Good Intentions Are Not Enough: Having Students Analyze the Global Bioethics of their Work,” response to call for papers on undergraduate global health, Diversity and Democracy (Spring-Summer 2019).
“Restoring ‘Virginal Conditions’ and Reinstating the ‘Normal’: Episiotomy in 1920,” in Heterosexual Histories, Rebecca Davis and Michele Mitchell, eds. (New York University Press, 2021), 303-330.
Recognition
Recognition for Teaching Excellence from the Office of Medical Education, Feinberg School of Medicine, for teaching the Medical Humanities and Arts Seminar – 1B, 2019-2020
2015 Best Teachers, Feinberg School of Medicine
Teaching Approach and Philosophy
My name is Sarah Rodriguez and I have taught Global Bioethics in the MSGH program since 2015. I am a medical historian whose research concerns the history of clinical research, reproductive health, and the history of clinical care. When I teach Global Bioethics, history informs my teaching – especially that we need to understand the context in which people make choices and what other choices they could have made. As an instructor, I respect the time of my students by coming to class prepared and present, by teaching about things I believe are important and worth the time to learn, and by giving assignments that further learning. I see myself as a facilitator and encourage peer-learning, something I think is perhaps even more vital in an on-line environment. My favorite part about teaching is that inevitably each quarter one (or more) students ask a question I have not heard asked before or offers a new perspective on an ethical concern. By the end of my class, I hope students will have a ‘toolbox’ to draw upon when it comes to understanding, evaluating, and responding to ethical concerns and questions.
