Undergraduate International Medical Electives: Some Ethical and Pedagogical Considerations

Autor/inn/en	Hanson, Lori; Harms, Sheila; Plamondon, Katrina
Titel	Undergraduate International Medical Electives: Some Ethical and Pedagogical Considerations
Quelle	In: Journal of Studies in International Education, 15 (2011) 2, S.171-185 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315310365542
Schlagwörter	Stellungnahme; Undergraduate Students; Medical Students; Medical Education; Study Abroad; Educational Demand; Criticism; Ethics; Reflection; Elective Courses; Foreign Countries; Politics of Education; Developing Nations; Public Health; Global Approach; Cultural Awareness; Curriculum Development; Educational Strategies; Consciousness Raising + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Studies abroad; Auslandsstudium; Bildungsanforderung; Bildungsnachfrage; Kritik; Ethik; Elective course; Wahlkurs; Ausland; Educational policy; Bildungspolitik; Developing country; Developing countries; Entwicklungsland; Gesundheitswesen; Globales Denken; Cultural identity; Kulturelle Identität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrstrategie; Bewusstseinsbildung
Abstract	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. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10