The valuable knowledge gained from implementing global health initiatives, such as the lessons learned during the HIV/AIDS epidemic, can significantly improve approaches to other health challenges. However, simply accumulating this knowledge isn't sufficient; active strategies are needed to disseminate and apply these lessons effectively across different programs and contexts. This paper focuses on the STRIPE consortium's effort to translate the experience and lessons from the global polio eradication initiative into a global health course. The initiative acknowledges the limitations of courses often developed and taught primarily within high-income countries, which may lack a truly global perspective. The aim is to create a course that reflects the diverse experiences and challenges faced in various settings, thereby offering a richer and more globally relevant learning experience. The paper details the collaborative process, including the formation of international teams, the challenges encountered, and recommendations for future similar endeavors.

The paper references existing literature highlighting the importance of actively transferring lessons learned from one global health program to others. It cites studies demonstrating how insights from HIV/AIDS have informed responses to non-communicable diseases and Ebola-related stigma. The authors emphasize that passive knowledge transfer is insufficient, necessitating active strategies for widespread uptake of positive and negative experiences. The importance of diverse perspectives and contextual understanding in global health education is also underscored, acknowledging the limitations of high-income country-centric approaches.

The STRIPE consortium, composed of eight institutions from Afghanistan, Bangladesh, the Democratic Republic of Congo, Ethiopia, India, Indonesia, Nigeria, and the United States, adopted a collaborative approach. An initial survey identified researchers' expertise and interests, enabling the formation of teaching teams for specific course topics. These teams aimed for geographic and gender representation. Three regional in-person meetings (Bangladesh, Nigeria, Indonesia) facilitated curriculum development, with teams collaboratively developing lectures and case studies. A Technical Advisory Committee (TAC) comprising faculty, Ministry of Health representatives, NGOs, and Global Polio Eradication Initiative partners provided feedback on the materials. A final meeting in Baltimore (with remote participation) finalized the course structure and recorded materials for a Massive Open Online Course (MOOC). The course was designed to be adaptable, with lectures tailored for different experience levels. Two lectures per topic were created—one introductory and one advanced—allowing instructors to adapt the course to their students’ needs. Case studies were developed to provide practical application of concepts. The process incorporated various perspectives, from policymakers to frontline workers.

The study's key findings highlight the effectiveness of international collaborations in developing educational materials. The collaborative approach enriched the course content by incorporating diverse perspectives and contexts. The in-person meetings proved crucial in building rapport, fostering team cohesion, and enabling nuanced discussions about complex implementation challenges. However, the process wasn't without challenges. Significant logistical hurdles arose from coordinating across time zones and managing varying levels of internet connectivity. Existing hierarchies within and between countries impacted team dynamics, with some higher-ranking professors delegating tasks to junior staff without full team involvement. The authors noted an imbalance between individuals contributing ideas and those dedicated to content creation. Differences in teaching styles also complicated the standardization of materials. Finally, the consortium’s structure, with Johns Hopkins University (JHU) managing the project, created another layer of hierarchy, despite providing access to significant resources such as the Center for Teaching and Learning (CTL).

The successful development of the global health course demonstrates the value of international collaborations in generating comprehensive and contextually relevant educational materials. The richness of perspectives and the depth of understanding achieved through collaboration are significant contributions. The challenges encountered, particularly those related to hierarchical structures and logistical complexities, highlight the need for careful planning and proactive strategies to mitigate these issues in future collaborative efforts. The findings emphasize the importance of in-person meetings, clear communication, and a well-defined division of labor to ensure the effective execution of such collaborative projects. The successful integration of diverse perspectives and the adaptability of the course design address a significant need in global health education.

The STRIPE consortium's experience underscores the significant benefits of international collaboration in developing impactful global health educational materials. The resulting course, adaptable to various contexts and experience levels, offers valuable insights from polio eradication. Future collaborations should proactively address potential challenges related to hierarchical structures and logistical constraints, prioritizing in-person meetings and clear roles. This approach can foster richer, more cohesive outcomes, leading to more effective and globally relevant educational resources.

The study's limitations include the potential for bias due to the consortium's composition and the challenges of managing a large international collaboration. The authors acknowledge that their roles as academics may have influenced the perspectives included in the course. The reliance on self-reporting for some aspects of the process also limits the generalizability of findings. Furthermore, the COVID-19 pandemic affected the final stages of the project, introducing unforeseen challenges and limitations to in-person collaboration.