The Use of International Service Learning Initiatives for Global Health Education
The Use of International Service Learning Initiatives for Global Health Education
复制标题
利用国际服务学习计划进行全球健康教育
DOI：
10.1177/1524839913476516
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发表时间：
2013
影响因子：
1.9
通讯作者：
J. Khubchandani
中科院分区：
文献类型：
--
作者：
E. Plumb;K. Roe;J. Plumb;Priscilla Sepe;K. Soin;Aragon Ramirez;E. Baganizi;R. Simmons;J. Khubchandani
全球健康教育和健康促进有可能以超越课堂教学常规的方式吸引学生、学者和从业人员。这种参与全球社区的活动，可以从对人权和公民责任的持续深入问题的思考，到使用健康教育和促进相关的理论，知识和实践技能。在全球健康教育和促进的竞技场中，这些技能也包括领导和宣传决策，批判性和创造性思维，团队合作和解决问题。近年来，人们越来越关注跨文化合作和教育举措，以提高利益攸关方对全球卫生原则和做法的理解，丰富卫生专业人员的经验，改善那些被剥夺权利和跨界生活的人的生活。在这篇健康促进实践的文章中，我们强调了两个独特的跨国合作案例，并提供了跨文化教育倡议为全球健康教育和促进所采取的各种形式和形式的一瞥。我们总结了与这些合作相关的历史，哲学和当前的工作实践，同时考虑到全球卫生领域，能力和活动。此外，我们还比较了卢旺达和墨西哥这两个案例研究的关键组成部分和活动，其中这两个国家的社区与美国的学术机构和卫生专业人员合作。
Global health education and health promotion have the potential to engage students, scholars, and practitioners in ways that go beyond the classroom teaching routine. This engagement in global communities, can range from reflection on continuing deep-seated questions about human rights and civic responsibility to the use of health education and promotion–related theoretical, intellectual, and practical skills. In the arena of global health education and promotion, these skills also range from leadership and advocacy to decision making, critical and creative thinking, teamwork, and problem solving. In recent times, there has been a growing interest in cross-cultural collaborations and educational initiatives to improve stakeholder’s understanding of global health principles and practices, to enrich the experiences of health professionals, and to improve the lives of those who are disenfranchised and live across borders. In this article of Health Promotion Practice, we highlight two unique cases of cross-national collaborations and provide a glimpse of the various shapes and forms taken by cross-cultural educational initiatives for global health education and promotion. We summarize the history, philosophy, and current working practices relevant to these collaborations, keeping in view the global health domains, competencies, and activities. In addition, we also compare the key components and activities of these two case studies from Rwanda and Mexico, wherein communities in these two countries collaborated with academic institutions and health professionals in the United States.