- Quality Assurance
As shown on each course home page, all courses:
- are tested and published on with open-access, peer reviewed research available here and at the bottom of this page.
- are based on expert-created, published competencies.
- are created by a team with content expertise.
- include only advertisement-free learning objects only from universities, governments, professional societies, and peer-reviewed journals.
- include mentor and peer based activities when needed for addressing skills-based competencies.
- are reviewed and approved by a course-specific international expert Advisory Group.
- are reviewed and approved by our internal editors and quality control team.
- offer co-sponsorship from accredited universities and other global leading organizations (e.g., CDC, NATO Science for Peace, WHO).
- can be locally contextualized with peers and mentors.
- can have local control of delivery.
- are constantly tested by our broad learner spectrum, including American doctors and government (CDC) public health workers, medical students, medical residents, and graduate students, Kenyan community health workers and primary care providers, Asian and African preventive medicine providers, and other NextGenU.org registrants in 191 (of 193) countries.
- Peer-reviewed studies of our efficacy
1. Galway L, Corbett K, Takaro T, Tairyan K, Frank E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education; 14:181. https://doi.org/10.1186/1472-6920-14-181
2. Coops N, Marcus J, Costrut I, Frank E, Kellett R, Mazzi E, Munro A, Nesbit S, Riseman A, Schultz A, Sipos Y. 2015. How an entry-level, interdisciplinary sustainability course revealed the benefits and challenges of a university-wide initiative for sustainability education. International Journal of Sustainability in Higher Education. 16:5:729-47. https://eric.ed.gov/?id=EJ1069910
3. Clair V, Mutiso V, Musau A, Frank E, Ndetei D. 2016. Online learning improves substance use care in Kenya: Randomized control trial results and implications. Annals of Global Health. 2016 May 1;82(3):320-1. https://www.sciencedirect.com/science/article/pii/S2214999616306129?via%3Dihub
4. Frank E, Tairyan K, Everton M, Chu J, Goolsby C, Hayes A, Hulton A. (2016). A Test of the First Course (Emergency Medicine) that is Globally Available for Credit and for. Free. Healthcare. https://doi.org/10.1016/j.hjdsi.2016.02.003
5. Nadkarni A, Weobong B, Weiss HA, et al. (2017). Counselling for Alcohol Problems (CAP), a lay counsellor-delivered brief psychological treatment for harmful drinking in men, in primary care in India: a randomised controlled trial. Lancet (London, England). 389(10065):186-195. https://doi.org/10.1016/S0140-6736(16)31590-2
6. Patel V, Weobong B, Weiss HA, et al. (2017). The Healthy Activity Program (HAP), a lay counsellor-delivered brief psychological treatment for severe depression, in primary care in India: a randomised controlled trial. Lancet (London, England). 389(10065):176-185. https://doi.org/10.1016/S0140-6736(16)31589-6
7. Rossa-Roccor, V, Malatskey, L, Frank, E. (2017). NextGenU.org’s Free, Globally Available Online Training in Lifestyle Medicine. American Journal of Lifestyle Medicine. 11. 132-133. https://doi.org/10.
8. Heller R, Madhok R, Frank E. (2018). Building Public Health Capacity through Online Global Learning. Open Praxis. https://openpraxis.org/index.php/OpenPraxis/article/view/746/427
9. Clair V, Rossa-Roccor V, Mokaya AG, Mutiso V, Musau A, Tele A, Ndetei D, Frank E. Peer and Mentored Enhanced Web-Based Training on Substance Use Disorders: A Promising Approach in Low-Resource Settings to Teach Knowledge and Skills and Decrease Stigma. In Press, Psychiatric Services. https://www.ncbi.nlm.nih.gov/
10. Sian Tsuei, Frank E. (2019). Becoming a Health Advocate: An Interview with Erica Frank. https://ubcmj.med.ubc.ca/becoming-a-health-advocate-an-interview-with-erica-frank/