Pre-exchange training – Developing ethical and cultural competencies in medical students

D’Ignazio, Tara; Lavoie, Gabriel; Pomerani, Tommaso Ivan; Lachapelle, Alexander; Gaucher, Nathalie

doi:10.1080/0142159x.2019.1641590

Cited by 7 publications

(6 citation statements)

References 6 publications

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“…Medical education online training in cultural competency exists [ 54 , 55 ], with some instruction involving multi-cultural patients [ 46 , 56 ]. Others report on intercultural training as part of pre-departure instruction for international travels [ 57 ]. However, it is not typical to expose students to international peers.…”

Section: Discussionmentioning

confidence: 99%

Alternatives to Student Outbound Mobility—Improving Students’ Cultural Competency Skills Online to Improve Global Health Without Travel

Maddula

Makker

et al. 2021

Med.Sci.Educ.

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Introduction Student outbound mobility is a major element in internationalization of medical education and global health education. However, this approach is often criticized, as it is inherently inequitable. Internationalization at home is a newer concept that aims to provide students with international skills and experiences without exchange travel. We report detailed outcomes of an international online program during the COVID-19 pandemic, which aimed to include acquisition of cultural awareness and competency—similar to what the students would have obtained if they had travelled abroad. Method Sixty-eight students from 12 international universities participated in international small peer group collaborative work, and online networking. Perceived improvement of cultural competency using Likert scale and open-ended questions was used as a measure of success. Furthermore, students’ definition of cultural competency in the different countries was obtained. Results Students improved their cultural competency skills. Data analysis supported statistically significant improvement of the above skills after the program, in comparison to the start of the program. Discussion Internationalization of medical education can be achieved at home —via structured online peer exchanges—and can provide students with intercultural skills and networking opportunities that are typically achieved via international in-person travel. The above represents a socially just and equitable way to reach all students and can result in improvement of their cultural competency, preparing them for their work in global health, and thereby resulting in improvement of global health. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-021-01332-9.

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Section: Discussionmentioning

confidence: 99%

Alternatives to Student Outbound Mobility—Improving Students’ Cultural Competency Skills Online to Improve Global Health Without Travel

Maddula

Makker

et al. 2021

Med.Sci.Educ.

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“…Esses dados podem justificar, em parte, a menor média encontrada nos pesos atribuídos à atitude ética evidenciados na nossa amostra 9 . Ademais, esses achados reforçam a necessidade de manter a discussão sobre ética médica como uma constante nas universidades, de modo a abordar não somente a ética médica, mas também a ética no ambiente da academia 10,11 .…”

Section: Gráficounclassified

Características de um Professor Exemplar: Percepções de Estudantes e Professores

Távora

Amorim

Teixeira

et al. 2020

Rev. bras. educ. med.

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Resumo: Introdução: Na área médica, a forma de ensinar e aprender vem mudando com o tempo. Dessa forma, a investigação dos atributos que tornam um professor exemplar é importante para formular novas estratégias de ensino na educação médica. O presente estudo objetiva avaliar a percepção dos discentes e docentes do curso de Medicina sobre quais qualidades o docente deve ter para ser considerado um modelo. Método: Trata de um estudo quantitativo, transversal, com estudantes e professores do curso de Medicina da Universidade de Fortaleza (Unifor). Foi aplicado aos participantes um questionário elaborado pelos autores sobre os atributos mais importantes para ser considerado um bom professor. Cada atributo deveria receber peso de 1 a 5 caso o participante o julgasse menos ou mais importante. Resultados: Participaram do estudo 74 professores e 344 alunos. As maiores médias nos dois grupos foram para a “atitude no ambiente de ensino” e “interação com os alunos e colegas”, embora os professores tenham valorizado mais esses domínios (p = 0,03 e p = 0,006, respectivamente). O domínio “características pessoais” foi menos valorizado pelos alunos (p = 0,02). No domínio “atitude no ambiente de ensino”, facilitar a aprendizagem e ter uma atitude ética com o paciente foram as características mais valorizadas, embora os professores tenham valorizado ainda mais este último (p = 0,001). No domínio “interação com os alunos e colegas”, a capacidade de estimular a participação do aluno foi considerada menos importante pelos alunos (p = 0,001). No domínio “características pessoais”, ter entusiasmo pelo ensino foi bastante valorizado, entretanto os professores tenderam a dar um peso maior que os alunos (p = 0,001). A avaliação do domínio “desenvolvimento profissional” mostrou que o envolvimento com pesquisa foi o menos valorizado pelos participantes. Conclusões: Esses resultados sugerem que, para a identificação de um professor exemplar, os dois grupos valorizaram não apenas as atitudes relacionadas à docência, mas sobretudo as atitudes no ambiente de ensino e na interação com alunos e colegas. Sugerem ainda a necessidade de desenvolver estratégias de valorização da pesquisa científica, inclusive com incentivos para uma maior participação dos docentes e discentes, ressaltando a sua a importância na formação médica.

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“…However, they are limited in number and organising them on a larger scale is difficult and costly. The International Federation of Medical Students Associations (IFMSA) 'SCOPE' programme creates elective opportunities by providing bilateral exchanges using a network of locally and internationally active students in both HIC and LMIC [21,22]. However, costs such as exchange fees and international travel make even these programmes unaffordable for the majority of students in LMIC.…”

Section: Introductionmentioning

confidence: 99%

Value and feasibility of South-South Medical Elective Exchanges in Africa

Daniels

Thomson

Nawagi³

et al. 2020

BMC Med Educ

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Background An elective is part of the curriculum where students have the flexibility to choose both the study topic and location. International medical electives are a well-established part of curricula at most medical schools in high-income countries. They are highly valued by students and have proven educational benefits, though do come with challenges, such as lack of reciprocity. Low and middle-income countries frequently host students from high-income countries providing learning opportunities, yet also carry the burden of supervision and resource consumption, whilst their students get few elective opportunities. This study explores the value and feasibility of South-South Medical Elective Exchanges (SSMEE), which creates elective opportunities for African medical students in other African countries to create reciprocity within the elective system. Method A qualitative evaluation of the South-South Medical Elective Exchanges was conducted using a case study approach. Four African medical schools, College of Medicine, Malawi; University of Rwanda, Rwanda; University of Witwatersrand, South Africa and Makerere University, Uganda participated in the pilot study in 2017/18. Each institution selected two students to participate in a four-week elective to another participating institute. Participating students completed a pre-elective questionnaire and a post-elective interview exploring expectations, learning outcomes, challenges and how they are applying this learning. Data was analysed thematically. Results Data presented is from six of the eight participating students. All students found the elective a valuable experience and learning was demonstrated in four key areas: clinical knowledge and skills; attitudes; personal and professional development and global perspectives. For some, it challenged their assumptions of what an elective is because valuable learning can be achieved whilst remaining in Africa. The main challenge found related to funding the elective. Conclusions The SSMEE model is feasible and provides valuable learning for participating students and their peers/colleagues. Financing electives remains the biggest challenge. Since this pilot study, SSMEE has become part of a regional elective exchange network in Africa with an additional four institutions in three other countries. As such SSMEE has resulted in increased opportunities for African medical students and better educational outcomes that are likely to have a positive effect on healthcare systems in Africa.

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Pre-exchange training – Developing ethical and cultural competencies in medical students

Cited by 7 publications

References 6 publications

Alternatives to Student Outbound Mobility—Improving Students’ Cultural Competency Skills Online to Improve Global Health Without Travel

Alternatives to Student Outbound Mobility—Improving Students’ Cultural Competency Skills Online to Improve Global Health Without Travel

Características de um Professor Exemplar: Percepções de Estudantes e Professores

Value and feasibility of South-South Medical Elective Exchanges in Africa

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