Developing a global medicine student pre- and post-travel curriculum

BMC Medical Education

Research

Caroline Fernandes¹  Christopher Llerena¹  Maarten C. Bosland²  Stevan Weine³  Natasha Mehta⁴ 

[1] Center for Global Health, University of Illinois at Chicago, 60612, Chicago, IL, USA;Center for Global Health, University of Illinois at Chicago, 60612, Chicago, IL, USA;Department of Pathology, University of Illinois at Chicago, 60612, Chicago, IL, USA;Center for Global Health, University of Illinois at Chicago, 60612, Chicago, IL, USA;Department of Psychiatry, University of Illinois at Chicago, 60612, Chicago, IL, USA;Department of Internal Medicine, Stanford University, 94304, Stanford, CA, USA;

关键词: Global health;    Medical education;    Predeparture preparation;    Short-term training;    Curriculum development;   

DOI  :  10.1186/s12909-023-04606-5

 received in 2023-02-21, accepted in 2023-08-22,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundThe popularity of short-term global health experiences amongst US medical students has been increasing. However, it remains a challenge for medical schools to comprehensively prepare students to work in an international environment and to contribute in ethically responsible and meaningful ways. Students of the Global Medicine program (GMED) of the UIC College of Medicine Center for Global Health set out to develop a pre-and-post travel curriculum that addresses some of these challenges.MethodsThe students surveyed the literature of 66 published global health curricula and identified aspects of pre-and-post travel training that were found to be under-addressed. They then developed a curriculum in conjunction with GMED faculty that incorporated these identified aspects of pre-and-post travel training.ResultsFive aspects of pre-and-post travel training were identified as being under-addressed in the literature while traveling. These domains include: [1] examining power relations associated with neo-colonization between and within countries; [2] training for bi-directional learning; [3] examining motivations and goals for participating in global health; [4] addressing personal resiliency and psychosocial wellbeing related to students’ travel, and; [5] reflecting on the challenging aspects of the fieldwork experience.ConclusionsThe student-driven curriculum is being integrated into the GMED program through structured didactic sessions, one-on-one mentor meetings and small group discussions. Once students have traveled, the curriculum will be evaluated with the foreign partners they visited.

【 授权许可】

CC BY   
© BioMed Central Ltd., part of Springer Nature 2023

【 图 表 】

Fig. 4