World conference on medical education: A window on the globalizing world of medical education?

Abstract

The Association for Medical Education in Europe (AMEE) is a worldwide association for all interested in medical and health professions education (http://www.amee.org). AMEE organizes an annual meeting, the most recent of which (2005) was held in Amsterdam. At this meeting certain countries and regions were better represented than others, while some countries with large populations or a significant role in the history of medical education were almost completely absent from the international scene. At the same time, the themes addressed at the AMEE conference concern issues of international interest, and appear to be leading to internationalization of pedagogical and research methods and policies for educational standards. It is therefore crucial that all parts of the medical education world be well represented. This paper illustrates both the strengths and imbalances of AMEE as a forum for the elaboration of international activities and standards in medical education. Finally, the authors wonder why a tendency to assume international generalizability of concepts and perspectives in medical education is not accompanied by studies that compare and contrast medical education methods, research and values between countries and cultures.

Using activity theory to study cultural complexity in medical education

“…There is an urgent need for cross-cultural research to keep up with the fast-growing developments in global medical education practice [1, 3]. Activity theory offers a lens to capture insights into complex local variations from which global medical education can learn.…”

“…While this globalization takes place at a rapid pace in educational practice, research on the effects of globalization, including consequences for national and regional traditions and culture, is largely absent from the field of medical education [1, 3]. Studies that in recent years have responded to the call for (cross-)cultural medical education research highlight how cultural norms and values influence medical education policies and practices [4–10].…”

Workplace-Based Assessment in Cross-Border Health Professional Education

“…In the experiential training component of exported curricula, concerns may arise regarding divergence in local clinical supervisors' teaching and assessment of trainees and ability to conform to intended standards. 4,19 These supporting faculty members have usually qualified in different academic settings and have not previously mentored students within the hosts' educational model. 6,20,21 As such, these partners are asked to participate in processes with which they are less familiar or may have difficulty adopting.…”

Medical education: it’s time for a transatlantic dialogue

“…At a time when European national governments are agonising over the extent to which they wish to integrate their institutions, laws and even constitutions, the process of European unification in medical education is well underway. The Association for Medical Education in Europe attracts nearly 2000 members from 72 different countries 1 . Speaking with French, Scandinavian, Italian and British educators, it is striking how much discussion in Europe focuses on the Bologna Process reforms.…”