Using the COVID-19 pandemic to reimagine global health teaching in high-income countries.

摘要: The COVID-19 pandemic has changed how we live, work and communicate. Global health teaching is no exception. Across universities, professors like us have had to quickly redesign our courses, deliver them virtually, even as the continues bring new challenges every day. Out of that struggle, learning opportunities emerged. This editorial, coauthored by 20 in seven high-income countries (HICs), aims synthesise learnings insights from over 25 courses taught (or are currently teaching).1 We acknowledge upfront might not transfer global all contexts, especially settings where digital divide worsening educational inequities. hope learn similar articles on colleagues low/middle-income (LMICs) adapted innovated with their during this crisis. Our collective experience suggests despite chaos fatigue, can be improved (box 1) using a teachable moment focus equity human rights central theme, integrating anti-racism anti-oppression core content orientation curriculum. online format allows instructors centre voices South, Indigenous scholars, individuals lived oppression resilience. Remote also helps reach wider diverse audiences, including groups may enrolled traditional degree programmes. Learning COVID-19, which widening disparities within across countries, must educate students address wherever they occur, just LMICs. While offers many challenges, believe there ways increase student engagement reduce fatigue 2). Box 1 ### Adapting scope