Preparing Medical Graduates for an Interconnected World

Abstract

Preparing medical graduates who are competent to work in a global environment requires broad integration of international and intercultural perspectives throughout the medical curriculum. Employing Leask and Bridge’s “conceptual framework of internationalisation of the curriculum,” this article first highlights the emphasis placed on international mobility, global health, and cultural competency as ways to address internationalization of the curriculum within the discipline of medicine. Second, it highlights the influence of national and regional contexts on internationalizing the curriculum by comparing approaches from Germany and Australia. A review of the literature reveals that in spite of some contextual differences, medicine seems to struggle with a disciplinary understanding of an internationalized curriculum that is comprehensive and coherent. This article argues that what is needed instead is a transformative approach to learning and to curriculum development in medicine. Finally, implications for future research and practice are considered.

Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia

“…One way medical schools in North America, Europe, and Australia [6–8] have begun to prepare students for the impact of globalisation is through the so called “internationalisation” of their curricula. While there are different interpretations of the concept of an internationalised medical curriculum, a recent review suggested it should incorporate at least three core elements: teaching on global health, programs that foster student mobility, and learning activities that facilitate the development of intercultural competencies [8].…”

“…While there are different interpretations of the concept of an internationalised medical curriculum, a recent review suggested it should incorporate at least three core elements: teaching on global health, programs that foster student mobility, and learning activities that facilitate the development of intercultural competencies [8]. Here, intercultural competence is understood as “the ability to interact effectively and appropriately in intercultural situations, based on specific attitudes, intercultural knowledge, skills and reflection” [9, 10].…”

“…Here, intercultural competence is understood as “the ability to interact effectively and appropriately in intercultural situations, based on specific attitudes, intercultural knowledge, skills and reflection” [9, 10]. Models for internationalising the medical curriculum range from minor add-on programs through to more integrated approaches that promote transformative learning [7, 8]. Global health content is generally taught in traditional formats such as lectures, tutorials and workshops [11].…”

“…A current challenge in internationalising our medical curriculum lies in developing pedagogies to effectively teach the central themes of global health and cultural competence [8]. The learning methodology itself, and not just subject content, may be critical to enhancing students’ understanding of these themes.…”

“…It is likely that global health could be more effectively learnt in medical schools through more innovative teaching and learning techniques, and through engaging with the cultural diversity of staff and students already present in the classroom—the so-called ‘internationalisation at home’ paradigm [13]. This would require medical educators to aquire an understanding about the type(s) of learning approaches that facilitate developing knowledge about global health, as well as the skills and attitudes required for cultural competence [8]. …”