Abstract Title
'LabMond', Laboratorio di Mondialit: a Not Formal Education project on Global Health issues. Which is impact in the core curricula of Italian Medical Students?


Pegoraro Samantha
Staccioni Mario
Perfetti Alice
Giambelluca Eliana
Goletti Benedetta
Nizzoli Giulia


3II International


SISM - Segretariato Italiano Studenti in Medicina (IFMSA Italy)


The lack of education on Global Health themes in Italian academic curricula was highlighted by several studies1,2. In acting to promote an healthier life for the single patient and the community, students realized that, by now, traditional curricula in Medical Schools don’t pay enough attention to Global Health topics and to the deep connection existing between globalization and health, in terms of equity, human rights and sustainability.


Summary of Work

Instead of accepting the absence of this kind of education, students organised to promote the formation on Global Health among the Italian Universities, not only as students but, first and foremost, as citizens. For this reason, SISM gave birth to the LabMond in 2006, and a new edition is repeated every year, in spring, in different italian cities.

The LabMond is a three-days long lasting educative event; it aims at providing medical students with basic knowledge on Global Health, through a self-formation process and a yearlong work to find, on the one hand, new discussion topics, on the other hand, new methods to encourage students in sharing and transmitting the notions gained during the Laboratory to their colleagues, in order to create a continuing formation on Global Health. The finale goal is Global Health as an essencial part of the curricula in medical faculties.


Summary of Results

These are the results stated from 2007 to 20124

Results from 2007 to 2012, referred to curricular and non-curricular courses introduced in Italian Universities
Total number of courses Curricular courses Non-curricular courses
40 13 27


Universities in which Global Health entered within the curriculum of studies as mandatory.
1 Faculty of Medicine and Psychology, University of Rome “La Sapienza”
2 International Medical School, University of Rome “La Sapienza”
3 Faculty of Medicine and Surgery, University of Genoa
4 Faculty of Medicine and Surgery, University of Milan “Bicocca”

Faculty of Medicine and Surgery, University of Udine


Number of Courses based on Not Formal Education and Metodologies Used
Metodologies used  
Group Work 14
Case Studies 6
Role Playing 4
Total number of courses 40


Main topic in GH courses provided
Issues Number of courses
Determinants of health 23
Health Inequalities 21
Migration 15
International Cooperation 19
Globalization and health 14
Healthcare Systems 10
Total number of courses 40



Since Labmond was created, nearly 650 students took part in it, 10 self-education groups borned in different cities and local Global Health events were organized. Indeed, the strengh of the project is clearly represented by the spreading power it has at a local level. Students coming back from the National event organized and gathered together to provide the same experience to their fellows.

Thanks to an appropriate collaboration between bottom-up forces and top-down actions, from students to the RIISG, from the network to the institutions, Global Health is currently part of the medical curriculum in 5 out of 38 Universities in Italy. 

Moreover, a total of 40 elective courses have been provided by students and professors.

This is the most evident way to explain how a group of students lay the groundwork for what happened 7 years later: mandatory Global Health topics inside medical curricula. 

Take-home Messages

Nothing is possible acting alone. Bottom-up approaches from students can really change the medical education panorama as concerns methods, the implementation of non formal education inside the universities, and contents either.
In conclusion, Labmond can be easily reproduced in every country.


1 Rete Italiana per l'Insegnamento della Salute Globale (RIISG), 2011. Global health education in Italian medical schools: survey from 2007 to 2010, Annali Igiene, Sept-Oct; 23 (5), 357-65.

Osservatorio Italiano Salute Globale (OISG), Salute Globale: Informazione per cambiare. 4° Rapporto dell’Osservatorio Italiano sulla Salute Globale. Pisa: Edizioni ETS 2011.

BODINI C., 2014. Il personale (medico) è politico, Public Health degree thesis, University of Bologna.

Rete Italiana per l'Insegnamento della Salute Globale, 2013. Analysing 2011-2012 mapping of the Global Health courses in Italian Universities Mimeo, University of Rome "La Sapienza".


RIISG - Rete Italiana per l'Insegnamento della Salute Globale (Italian Network for Global Health Education). A special mention to CSI - Centre For International Health, Bologna; Public Health Group, University of Rome "La Sapienza"; University of Rome "Cattolica del Sacro Cuore"; Italian NGO "Medici con l'Africa - CUAMM". 

Chiara Bodini MD., CSI - Centre for International Health, University of Bologna


In the last decade, in Italy, Global Health teaching has changed a lot and became something considered as essential, in medical education. Therefore the path of SISM and LabMond crossed other realities.

In 2007 the project “Equal opportunities for health: Action for development”  was leaded by Medici con l’Africa - CUAMM with the aim of spreading global health issues. SISM took part in it doing a first mapping on the diffusion of the teaching of global health within the italian universities.

After the experience of Equal project, in 2009 some professors, researchers and SISM students stated the first italian definition of Global Health and, the year after, they created the Italian Network for Global Health Teaching (RIISG), which guzzled other actors such as NGOs, scientific societies, universities and individuals.

At the same time, the desire to bring global health isseus back from LabMond to their own realties grew between students; for this reason self-formation processes had been created locally in different italian cities (i.e. Rome and Genoa). Specifically, data from 2013 states that 10 self-education groups (Gruppi di Autoformazione) were established in ten different cities aiming at deepen the matter of Global Health and trying to advocate for the implementation of medical schools curricula.3

Summary of Work

Thanks to the interactive agenda and debates, students are called to take an active part in the workshop, challenging themselves and transforming in protagonists of their formation, from the previous status of passive attendants.

The focal points of this project include: the elaboration of new teaching methods (e.g. role plays, small working groups, case studies, etc.); the participants’ sensitization during the LabMond, followed by the sharing of contents and the invite to the students to join the yearlong educative process; the yearlong educative process, lead by experts in Global Health.

Moreover, the LabMond is based on a policy of low-cost and low-environmental-impact: meals are provided by fair trade or local companies; personal cup and cutlery to reduce waste production; separate waste collection is implemented; sleeping bags; low cost fee (30€ per person).

Summary of Results
Take-home Messages
Send ePoster Link