As global health education becomes more embedded in university curricula, the availability of experiential learning opportunities in this field has expanded as well. These programmes offer students valuable exposure to diverse cultural perspectives and help develop essential competencies in global health. However, concerns have arisen regarding the persistence of colonial-era dynamics, power imbalances and the potential negative impacts on host organisations in low- and middle-income countries. Much of the existing literature on this topic centres on short-term medical student experiences and is focused on the perspectives of the sending organisations. This study aims to fill this gap by examining a semester-long undergraduate global health experiential learning programme through the perspectives of host organisation staff.

This qualitative case study draws on interviews with 18 key informants from host organisations across seven countries. The research design, data collection and analysis were developed using an analytical framework based on recommendations made by previous studies.

Host organisations across seven countries participated in the study. Interviews were conducted remotely via Zoom. The interviews were audio-recorded, transcribed, coded in Dedoose software and analysed for emerging patterns and themes.

Eighteen key informants from host organisations were interviewed, representing seven countries — Tanzania, Ghana, Mexico, India, Bangladesh, Australia and the Philippines — and a range of institutions including research institutes, government agencies and UN bodies.

Participants generally viewed their engagement in experiential learning courses positively. They emphasised the importance of their role in mentoring American and other foreign global health students, building their research skills and cultural competency, and providing valuable insights into power dynamics, local health systems and the wider context in which global health operates. Beyond financial remuneration, participants emphasised multiple non-financial benefits for host organisations. The study identified three key themes in developing strong programmes: partnership, communication and cultural competence. These findings reinforce the value of longer-term programmes and offer actionable recommendations for their continued evolution in global health education.