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首页> 外文期刊>Medical teacher >Training healthcare professionals for the future: internationalism and effective inclusion of global health training.
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Training healthcare professionals for the future: internationalism and effective inclusion of global health training.

机译：培训未来的医疗保健专业人员：国际主义和有效纳入全球健康培训。

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摘要

There has been a continuing rise in recent years of the number of medical schools in the developed world offering 'global health' teaching to its students. Yet, the term itself is used in a number of contexts and as yet no clear consensus on what constitutes an appropriate or successful global health education programme has been reached. Approaches to sustainable internationalisation of medical curricula include the expansion of not only opportunities for training in specific global health topics, but also the development of broader generic graduate attributes including global citizenship and ethical, cultural and social responsibility. Key components for successful implementation of such an educational framework includes a breadth of educational approach to effect truly integrated and effective curricular internationalisation. That such programmes can offer benefits is appreciated by both faculty and students alike, but there is also a burgeoning concern about potential negative effects of socially and culturally insensitive programmes. We explore three potential pedagogic approaches to the subject; Model A: an 'additive' or contributory model of global health content (the commonest current approach), Model B: an 'integrated' approach and Model C: the more challenging 'transformative' approach requiring institutional as well as programme flexibility.
机译：近年来，发达国家向其学生提供“全球健康”教学的医学院校数量持续增长。但是，该术语本身已在许多情况下使用，并且尚未就什么构成适当或成功的全球健康教育计划达成明确共识。实现医学课程可持续国际化的方法不仅包括扩大针对特定全球健康主题的培训机会，而且还包括发展更广泛的通用研究生属性，包括全球公民身份以及道德，文化和社会责任。成功实施这种教育框架的关键要素包括广泛的教育方法，以实现真正的整合和有效的课程国际化。这样的计划可以带来好处，教师和学生都对此表示赞赏，但是对于社会和文化上不敏感的计划可能产生的负面影响也越来越引起人们的关注。我们探索该主题的三种潜在的教学方法;模型A：全球健康内容的“加法”或贡献模型（当前最常用的方法），模型B：“综合”方法，模型C：更具挑战性的“变革”方法，需要机构和计划的灵活性。

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