KPSOM Spotlight

Students Reflect on Transformative Experience in Kenya

Global health rotation experience offers immense challenges and rewards

November 06, 2025

KPSOM students Brandon Chia, Karina Feliciano, and Sebastian Hurtado at Moi Teaching and Referral Hospital in Eldoret Kenya, along with KPSOM faculty members Dr. Shree Chanchani and Dr. Zena Salim, and Dr. Zachary Gitlin of AMPATH.

KPSOM students Brandon Chia, Karina Feliciano, and Sebastian Hurtado at Moi Teaching and Referral Hospital in Eldoret Kenya, along with KPSOM faculty members Dr. Shree Chanchani and Dr. Zena Salim, and Dr. Zachary Gitlin of AMPATH.

Three Kaiser Permanente Bernard J. Tyson School of Medicine (KPSOM) students returned this summer from a life-changing global health elective at Moi Teaching and Referral Hospital (MTRH) in Eldoret, Kenya, bringing with them lessons in resilience, cultural humility, and the power of sustainable healthcare partnerships.

Sebastian Hurtado, Brandon Chia, and Karina Feliciano spent several weeks working alongside Kenyan clinicians through the Academic Model Providing Access to Healthcare (AMPATH). MTRH, one of East Africa’s largest referral hospitals, serves more than 25 million people from Kenya, Uganda, and South Sudan.

“We saw patients coming from all over—some traveling from Nairobi or even across borders,” said Hurtado. “By the time they reach MTRH, they’re often extremely ill. It’s the highest level in Kenya’s six-tier health system, so cases are very advanced.”

Learning beyond the textbook

Days began early with breakfast before rounds, which could last up to four hours. The students participated in diverse clinical areas—internal medicine, pediatrics, infectious disease, emergency care (called “casualty” locally), and even observed autopsies, which are common learning opportunities for Kenyan medical trainees.

Feliciano described her pediatric rotation as eye-opening. “We saw a lot of severe malnutrition, meningitis, uncorrected congenital heart diseases like tetralogy of Fallot, and cancers such as hepatoblastomas and neuroblastomas,” she said. “The presentations were far more dramatic than what we learn about in US hospitals.”

Hurtado and Chia’s internal medicine experiences were similarly intense. “There were advanced-stage cancers—bone tumors, chloromas—and diseases rarely seen in the US, like leishmaniasis,” Hurtado said. “Patients presented at much later stages and often needed ICU-level care, but we managed them on regular wards.”

Adapting to limited resources

The experience tested each student’s adaptability. “What was most frustrating was seeing patients in critical condition on the ward who would absolutely be in ICU beds in the US,” Hurtado recalled. “Resource limitations—few nurses, medication shortages, inefficiencies with the new EHR—were constant challenges.”

Chia shared how these limitations shaped his understanding of global health delivery. “Sometimes we couldn’t get basic labs done because patients couldn’t afford them,” he said. “I remember one patient with suspected chronic myeloid leukemia—we drew his blood ourselves, took it to the lab, and then waited because his family couldn’t pay for the test. That was heartbreaking.”

Left to right: Students Sebastian Hurtado, Brandon Chia, and Karina Feliciano at Moi Teaching and Referral Hospital with Embe, the hospital’s resident feline.

Left to right: Students Sebastian Hurtado, Brandon Chia, and Karina Feliciano at Moi Teaching and Referral Hospital with Embe, the hospital’s resident feline.

Lessons in partnership and sustainability

The students were profoundly impressed by the collaboration between Kenyan and international partners under the AMPATH model. “AMPATH’s work is longitudinal—it’s about building capacity and empowering local professionals,” Chia explained. “One of the infectious disease doctors we met is helping establish a fellowship program at MTRH. It was inspiring to see global health done in a sustainable way.”

Feliciano also collaborated on a Quality Improvement (QI) project to address gaps in vital sign collection. “We conducted a needs assessment and found nurses couldn’t record morning vital signs because their rounds happened concurrently with physician rounds.  We also found that there wasn’t enough equipment to collect vital signs efficiently,” she said. “With this information we started a QI project with our Kenyan colleagues that’s still ongoing. It’s a small but meaningful step toward structural change.”

Language was another avenue of connection. Before traveling, the students took Swahili lessons with a local instructor. “He made us cheat sheets with medical terms,” Hurtado laughed. “Our pronunciation made patients laugh, but they appreciated the effort so much.”

Profound emotional and professional growth

For Feliciano, the pediatric rotation carried both heartache and hope. “In four weeks, I witnessed more patient deaths than in my last three years of medical school,” she said. “It’s emotionally heavy, but also profoundly rewarding when you see a child with severe malnutrition recover and start smiling again.”

The experience reaffirmed Feliciano’s commitment to emergency medicine and to addressing global health inequities, she said. “There are very few emergency medicine residencies in sub-Saharan Africa,” she noted. “I want to help grow emergency medicine capacity in the global south. Being confronted with inequality firsthand deepened my gratitude for the resources we have and my desire to do more for those who don’t.”

Hurtado expressed similar sentiments: “This experience has made me more committed to incorporating global health in my future career. I’d love to continue global health work during residency and beyond—maybe even to return to MTRH one day. It’s also taught me cultural humility and how understanding different perspectives strengthens medical teams.”

Chia added that the elective reshaped his vision of global health. “Before, I thought it was mostly about bringing medical expertise abroad. Now I see it’s about partnership—education, system-building, and public health measures that create lasting impact.”

The students with Dr. Shree Chanchani and Dr. Zena Salim, faculty members with the KPSOM Global Health rotation program.

The students with Dr. Shree Chanchani and Dr. Zena Salim, faculty members with the KPSOM Global Health rotation program.

A call to future medical students

All three students strongly encouraged others to participate in the Global Health rotation program. “If you’re curious about how healthcare works in different cultural and resource settings, this is something you should absolutely consider,” Hurtado said. “It’s challenging, but in the best way possible.”

Feliciano agreed, emphasizing the balance of challenge and reward: “There’s a lot of joy, too—the relationships, the children’s recovery, the collaboration. It changes the way you think about what it means to be a physician.”

The trio collectively expressed gratitude for the support from the KPSOM Office of Global Health. “They’re with you every step of the way,” Hurtado said. “The support is truly unparalleled.”

“We have so much here—and with that comes the responsibility to do more for those who don’t,” Feliciano concluded. “This experience reminded me why global health matters and why it should continue to be part of how we practice medicine.”