Undergraduate International Medical Electives: Some Ethical and Pedagogical Considerations
Undergraduate International Medical Electives: Some Ethical and Pedagogical Considerations
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DOI：
10.1177/1028315310365542
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发表时间：
2011-05-01
影响因子：
2.4
通讯作者：
Plamondon, Katrina
中科院分区：
文献类型：
--
作者：
Hanson, Lori;Harms, Sheila;Plamondon, Katrina
作者认为，建立更多实习岗位以满足北美医科本科生对国际经验日益增长的需求的尝试，可能超过了对伦理问题、课程内容和教学策略的批判性反思，这些问题是支持与全球南方国家公平接触所必需的。在对国际医学选修课和经验文献进行批判性分析的基础上，本文探讨了国际医学选修课和经验的趋势，并揭示了几个突出问题，包括潜在动机的悖论、国际医学选修课中缺失或临时课程和教学方法，以及经常出现的伦理挑战。通过引入批判教育理论的观点，作者认为，目前所设想的itimes是复制南北关系的殖民主义思想的潜在成熟场所。这组作者的结论是，除非通过改进全球卫生课程和适当的教学策略来提高批判意识，否则IMEs对解决历史上和政治上根深蒂固的全球卫生不平等几乎没有什么作用。
The authors argue that attempts to establish more placements to meet the growing demands of undergraduate medical students in North America for international experiences may be outweighing critical reflection on the ethical issues, curricular content, and pedagogical strategies necessary to support equitable engagements with countries of the Global South. On the basis of a critical analysis of literature on international medical electives and experiences (IMEs), the article explores trends in IMEs and exposes several prominent issues, including paradoxes in underlying motivations, missing or ad hoc curricula and pedagogical approaches in IMEs, and ethical challenges that frequently arise. By engaging perspectives from critical educational theory, the authors suggest that IMEs as currently conceived are potentially ripe sites for the reproduction of colonialist ideas of North-South relationships. The authors conclude that IMEs will do little to address historically and politically rooted global health inequities unless critical consciousness is raised through improved global health curricula and appropriate pedagogical strategies.