Cuba's Latin American medical school: can socially-accountable medical education make a difference?

Gorry, Conner

doi:10.1590/s1555-79602012000300002

Cited by 12 publications

(3 citation statements)

References 6 publications

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“…While intellectual capacity for learning is one important component of competence, this process ignores other important qualities such as affinity for healthcare delivery and commitment to working in rural areas. As an example of an alternative model to this admissions process, a network of 13 medical schools (THEnet) in different parts of the world began recruiting medical students from underserved areas in 2008 and some of these schools are already able to demonstrate substantially greater medical coverage in rural areas [13–15]. Additionally, medical and nursing schools that participate in solicitation of sizable illegal or unfair payments to secure admission are more likely to exclude well-qualified students from lower socio-economic backgrounds or poorer regions of the country.…”

Section: Standard Protocols For Medical School Admissionmentioning

confidence: 99%

Reforming medical education admission and training in low- and middle-income countries: who gets admitted and why it matters

et al. 2019

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Recent studies reveal public-sector healthcare providers in low- and middle-income countries (LMICs) are frequently absent from work, solicit informal payments for service delivery, and engage in disrespectful or abusive treatment of patients. While extrinsic factors may foster and facilitate these negative practices, it is not often feasible to alter the external environment in low-resource settings. In contrast, healthcare professionals with strong intrinsic motivation and a desire to serve the needs of their community are less likely to engage in these negative behaviors and may draw upon internal incentives to deliver a high quality of care. Reforming medical education admission and training practices in LMICs is one promising strategy for increasing the prevalence of medical professionals with strong intrinsic motivation.

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Section: Standard Protocols For Medical School Admissionmentioning

confidence: 99%

Reforming medical education admission and training in low- and middle-income countries: who gets admitted and why it matters

et al. 2019

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“…The Latin American School of Medicine (ELAM) was established in 1999 [31,32,33,34]. The students are usually coming from disadvantaged communities who have been recommended by a community/social organisation.…”

Section: Latin American School Of Medicinementioning

confidence: 99%

“…In many cases this is a church or other religious organisation actively involved in the community. The students are funded by scholarships from a wide variety of international organisations [3,31,32,33,34]. To date, over 23,000 students from 83 countries have graduated [3].…”

Section: Latin American School Of Medicinementioning

confidence: 99%

International Medical Collaboration: Lessons from Cuba

et al. 2016

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Over 50,000 Cuban health professionals are currently working overseas in 67 different countries. They work in conjunction with local health professionals. The majority work in primary care in deprived areas. The aim is to reduce morbidity and mortality but also improve health in the long term by training local health professionals, and building both institutions and a structure to deliver health care alongside educating the local population. Cuba is a small, middle-income country. It has, however, made a significant international contribution in relation to medical collaboration. Cuba’s international collaboration is based on the principles of social justice and equity for all. It has set an example for other countries to emulate.

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