The global classroom is an emerging technology-based pedagogy used internationally by educational institutions. To evaluate a global classroom, we conducted a qualitative study using written reflections and semi-structured interviews of global classroom participants, based on two theoretical frameworks: Kearsley and Shneiderman’s engagement theory and Kolb’s experiential learning theory.

This case study piloted an interdisciplinary Problem-Based Learning course, utilizing Hung’s (2006) 3C3R model. We explain the course design, curriculum, and implementation. We collected qualitative written questionnaires from students who participated in the course to investigate their learning experiences. As a result, students shed light on lessons they learned throughout the course, which led to the creation of a lessons learned guide for future instructors.

The objective of this systematic review was to identify the health impact of COVID-19 on mortality, morbidity, hospital admission, and hospital readmission rates in the Black population across Canada.

In 2011, Rwanda led a successful national human papillomavirus vaccine (HPV) campaign, achieving a 93% coverage rate among eligible girls. The success of the campaign has prompted us to explore the facilitators and barriers that led to its effective implementation so that it may inform vaccination rollouts in similar contextual settings.