Child Family Health International

I participated in a two-week Global Health program in the Philippines through the Child Family Health International and found both the on-the-ground experience and the administrative support to be exceptional. The program was thoughtfully structured and provided a meaningful introduction to the culture, history, and healthcare system of the Philippines. Through a mix of educational sessions and site visits, we gained insight into how historical, cultural, and social factors shape health beliefs and medical practice across different healthcare settings. A particularly impactful part of the experience was spending time in a rural community where we observed local health clinics and community health initiatives. The healthcare professionals were incredibly welcoming and eager to share their experiences, helping us understand how care is delivered in resource-limited settings and how strong relationships with the community support better health outcomes. From an administrative perspective, the program staff were consistently responsive and supportive both before and during the program, ensuring everything ran smoothly for participants. Overall, learning about the Philippine healthcare system from its historical foundations to its real-world practice was a rewarding and eye-opening experience. I would highly recommend this program to medical students interested in global health and in learning how healthcare is practiced in different parts of the world.

Participating in the CFHI Global Health in the Philippines program was one of the most grounding and intellectually honest learning experiences I have had in my public health training. Rather than positioning global health as something to “do” to communities, this program teaches you how to observe, listen, and understand systems in context—and that distinction matters. The program began in Manila, where our learning was intentionally framed around history, politics, and structure before any clinical exposure. This was critical. Through site visits, discussions, and guided reflections, I gained a deeper understanding of how the Philippine health system functions within a decentralized governance model, how colonial legacies continue to shape health delivery, and why disparities between public and private care persist. These conversations were not superficial; they asked us to confront uncomfortable realities about financing, access, and trust in health institutions. For someone pursuing public health at the graduate level, this systems-level grounding was invaluable. What stood out immediately was CFHI’s ethical clarity. The program is explicit about scope, responsibility, and humility. Observation is not framed as passivity, but as a discipline—one that requires restraint, respect, and accountability. CFHI’s principle of “If you wouldn’t be allowed to do it at home, don’t do it here” may sound simple, but it profoundly shaped how I approached every interaction. It created space to learn without centering myself, and to value the expertise of local health workers rather than treating communities as training grounds. The remote island placement further deepened this learning. Being based in a Rural Health Unit made it clear that healthcare delivery in resource-limited settings is not just about scarcity—it is about coordination, relationships, and community trust. I observed how Barangay Health Workers, nurses, midwives, and physicians function as an integrated system, often carrying multiple roles out of necessity. Care here is not siloed. It is relational, adaptive, and deeply human. What I found most powerful was witnessing how much of the health system’s strength rests on people who are often invisible in traditional medical narratives. Barangay Health Workers are not auxiliary; they are foundational. They bridge households and clinics, policy and practice, prevention and care. Watching them work reshaped how I think about primary health care and community-based systems—not as “alternatives,” but as essential. CFHI also creates space for reflection, not just observation. Structured debriefs encouraged us to interrogate what we were seeing: Why are services organized this way? What constraints are structural versus political? What solutions are realistic, and who should lead them? These conversations reinforced that global health is not about quick fixes or heroic interventions. It is about patience, systems thinking, and long-term commitment. Beyond the formal learning, the warmth and generosity of the communities we lived among left a lasting impression. Hospitality was not performative; it was genuine. Daily life—shared meals, conversations, quiet moments after clinic hours—became part of the learning. These experiences reminded me that health does not exist in isolation from culture, family, and place. This program did not give me answers—it sharpened my questions. It reaffirmed that meaningful global health work begins with humility, ethical boundaries, and respect for local expertise. CFHI does an exceptional job of modeling what responsible global health education should look like. I would highly recommend this program to students and professionals who are serious about understanding health systems, equity, and ethical engagement. If you are looking for an experience that will challenge your assumptions, deepen your perspective, and stay with you long after you return home, this program will do exactly that.

My global health elective with CFHI was one of the most meaningful and transformative experiences of my medical training. Over the course of four weeks in Accra, Ghana, I was given the opportunity to engage deeply with healthcare delivery through a local lens, one that emphasized adaptability, resourcefulness, and community-centered care. What stood out most was CFHI’s intentional approach to ethical global health engagement. Rather than positioning students as observers detached from the system, CFHI fostered thoughtful learning grounded in humility, cultural context, and mutual respect. The clinical exposure was complemented by discussions facilitated by experienced local clinicians that challenged me to critically compare healthcare systems, reflect on structural inequities, and better understand how social determinants shape patient outcomes. Additionally, the staff and preceptors at my placement site, Princess Marie Louise Children’s hospital were exceptional. They were generous with their time, knowledge, and mentorship. They went above and beyond to ensure that learning was both clinically rich, contextual and ethically grounded. Through their guidance, I gained not only clinical insight but also a deeper appreciation for practicing medicine in settings where creativity and collaboration are essential. As someone originally from Ghana and now training in the United States, this experience was particularly meaningful. It allowed me to reconnect with my roots while also reshaping how I envision my future as a physician committed to global health, equity, and service. CFHI did not simply provide an elective; it provided a space for growth, reflection, and rediscovery of purpose. I am profoundly grateful for the scholarship support that made this experience possible and for CFHI’s commitment to responsible, immersive global health education. This elective will continue to influence how I practice medicine long after my training.