Socially responsible approaches to international electives and global health outreach
Notice bibliographique
Résumé
Context and setting Participation in global health outreach projects and international health electives (IHEs) has significant potential to offer future health professionals the opportunity to learn about and address the health advocate role, foster global citizenship, and develop a sense of social responsibility to tackle worldwide disparities and inequities in health and social development. Why the idea was necessary Opportunities are often set in vulnerable communities in resource-poor settings where there are pronounced disparities in health and health care. There is growing concern that IHEs are frequently perceived by students as opportunities to practise clinical skills, enhance their résumés and travel to ‘far-away and exotic’ places. Sometimes referred to pejoratively as medical voluntourism, such initiatives can result in vulnerable communities serving as a means to fulfil the students’ own ends rather than first serving the community’s identified needs and facilitating the empowerment of its members. Rigorous and thoughtful pre-departure preparation can help students avoid making any undesirable impact (thus limiting the potential for harm and exploitation) as a result of their participation in global health outreach programmes and IHEs. What was done A series of interactive workshops entitled ‘First, Do No Harm: Global Health Initiatives, Ethics and Social Responsibility’ were developed and piloted for teams of students and medical residents preparing to initiate global health projects in resource-poor settings. Learners analysed several case studies constructed from themes derived from a university-wide study on the ethics of international engagement and service learning.1 The case studies included poetry (The Development Set by Ross Coggins), video clips (They Come in the Name of Helping by Peter Brock) and several articles dealing with ethical issues pertaining to international service-learning, medical voluntourism and social development (cf. http://ethicsofisl.ubc.ca/). In small groups, learners considered a number of critical questions dealing with issues of sustainability, cultural competency, human dignity, power and privilege, colonialism and imperialism, among others. Case studies were constructed in such a way as to increase the complexity of the ethical dilemma with each layer. Evaluation of results and impact Participant evaluations revealed a strong desire for concentrated learning around ethical and sustainable approaches to global health initiatives. Participants recognised that, to ensure ethical conduct, adequate preparation and reflection were necessary prior to participation in global health initiatives. All of the participants indicated that ethics in global health and health advocacy must be taught in medical education. Participants found the problem-based learning approach for this topic to be an effective method for learning about ethical issues and how to address them.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».