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首页> 外文期刊>BMC Medical Education >Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum
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Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum

机译：医学生作为全球公民：对医学生在本科医学课程中对全球健康教学的看法的定性研究

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There is increasing interest in global health teaching among medical schools and their students. Schools in the UK and internationally are considering the best structure, methods and content of global health courses. Academic work in this area, however, has tended to either be normative (specifying what global health teaching ought to look like) or descriptive (of a particular intervention, new module, elective, etc.). While a number of studies have explored student perspectives on global health teaching, these have often relied on tools such as questionnaires that generate little in-depth evidence. This study instead used qualitative methods to explore medical student perspectives on global health in the context of a new global health module established in the core medical curriculum at a UK medical school. Fifth year medical students participated in a structured focus group session and semi-structured interviews designed to explore their knowledge and learning about global health issues, as well as their wider perspectives on these issues and their relevance to professional development. While perspectives on global health ranged from global health ‘advocate’ to ‘sceptic’, all of the students acknowledged the challenges of prioritising global health within a busy curriculum. Students are highly alert to the diverse epistemological issues that underpin global health. For some students, such interdisciplinarity is fundamental to understanding contemporary health and healthcare. For others, global health is merely a topic of geographic relevance. Furthermore, some students appeared to accept global health as a specialist area only relevant to professionals working overseas, while others considered it to be an essential part of working in the globalised world and therefore relevant to all medical professionals. Students also clearly noted that including ‘soft’ subjects and more discursive approaches to teaching and learning often sits awkwardly in a programme where ‘harder’ forms of knowledge and didactic methods tend to dominate. This suggests that more work needs to be done to explain the relevance of global health to medical students at the very beginning of their studies.
机译：医学院及其学生对全球健康教学的兴趣日益浓厚。英国和国际学校都在考虑全球健康课程的最佳结构，方法和内容。但是，该领域的学术工作往往是规范性的（指定全球健康教学的外观）或描述性的（特定干预措施，新模块，选修课等）。虽然许多研究探索了学生对全球健康教学的看法，但这些研究通常依赖诸如问卷调查之类的工具，这些工具几乎没有深入的证据。相反，本研究使用定性方法在英国医学院的核心医学课程中建立的新的全球健康模块的背景下，探索医学生对全球健康的观点。五年制医学专业的学生参加了有组织的焦点小组会议和半有组织的访谈，目的是探索他们对全球健康问题的知识和学习，以及他们对这些问题的广泛看法以及与专业发展的关系。虽然对全球健康的看法从全球健康的“拥护者”到“怀疑论者”不等，但所有学生都承认在繁忙的课程中优先考虑全球健康的挑战。学生对构成全球健康的各种认识论问题高度警觉。对于某些学生而言，这种跨学科性是理解当代健康和保健的基础。对于其他人来说，全球健康仅仅是地理相关的主题。此外，有些学生似乎接受了全球卫生作为专门领域，只与在海外工作的专业人员有关，而另一些学生则认为这是全球化世界工作的重要组成部分，因此与所有医学专业人员有关。学生们还清楚地注意到，在“较硬”形式的知识和教学方法往往占主导地位的课程中，包括“软性”科目和更具话语性的教学方法常常显得笨拙。这表明，在医学生学习之初，就需要做更多的工作来解释全球健康对医学生的相关性。

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