Intentional Exploration on International Service Learning Trips: Three
                        Questions for Global Health

Ventres, William

doi:10.1016/j.aogh.2017.09.003

Cited by 3 publications

(2 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…12 Learners must first critically examine their own motivations and values. 13 Equitable global health requires learners with maturity, resilience, humility, flexibility, and commitment. Self-focused motivations, though not intrinsically wrong, should be dealt with honestly and with respect for all those involved.…”

Section: What Are My Motivations For This Experience?mentioning

confidence: 99%

Ten Questions to Guide Learners Seeking Equitable Global Health Experiences Abroad

Reynolds¹,

Kolars²,

Bekele³

2023

Academic Medicine

View full text Add to dashboard Cite

“Global health experiences,” clinical and research learning opportunities where learners from high-income country (HIC) institutions travel to low- and middle-income countries (LMICs), are becoming increasingly popular and prolific in the health sciences. Increased interest has been well documented among medical, pharmacy, and nursing learners who are driving these agendas at their institutions. Although such opportunities have potential to mutually benefit the learner and host, in practice they can be exploitative, benefiting HIC learners without reciprocity for LMIC hosts. Given these and other pervasive ethical concerns in global health, efforts to decolonize global health and emphasize equity are being made at the institutional level. Despite progress toward global health equity from institutions, most learners lack the resources and education needed to critically evaluate the numerous global health opportunities or equitably codesign these experiences for themselves. This article offers 10 guiding questions that learners should answer before selecting or codesigning a global health opportunity through a lens of global health equity. These prompts encompass values including motivations, reciprocity, accountability, sustainability, financial implications, self-reflection, bidirectional communication, and mitigating burden and power dynamics. The authors provide tips, pitfalls to avoid, and pragmatic examples for learners working to actualize partnerships and opportunities aligned with the movement of global health equity. With these guiding questions and accompanying reflection tool, learners, faculty members, and their LMIC partners should be better equipped to engage in mutually beneficial partnership through the framework of global health equity.

show abstract

Section: What Are My Motivations For This Experience?mentioning

confidence: 99%

Ten Questions to Guide Learners Seeking Equitable Global Health Experiences Abroad

Reynolds¹,

Kolars²,

Bekele³

2023

Academic Medicine

View full text Add to dashboard Cite

show abstract

“…15 They could also underestimate the difficulty of creating equitable partnerships and promoting social change given significant differences in power, capital, and culture that exist around the world. 16 Indeed, for students and trainees on STEGHs, self-awareness can be a defense against cultural ignorance or a lack of empathy and can help foster global humility. 17 Nonetheless, simply participating in a STEGH does not guarantee growth in selfawareness and may even reinforce harmful preconceptions and prejudices.…”

Section: Figure 1 Complexity In Global Health Practice-representativmentioning

confidence: 99%

Facilitating Critical Self-Exploration by Global Health Students

Ventres

2019

AMA Journal of Ethics

View full text Add to dashboard Cite

Global Health, Complexity, and Self-Awareness The work of global health is complex. 1 It is as much about the study and application of anthropology, economics, political science, and psychology as about physiology and pharmaceuticals. 2 It is as much about pathologies of power and good governance as about emerging infectious diseases. 3,4,5 It is as much about relationships as about medical science. 6 Opportunities for US-based health professions students and trainees to examine these complexities often come in the form of short-term experiences in global health (STEGHs)-service-learning immersions in international and domestic settings of need (see Figure 1).

show abstract

Rethinking Goals: Transforming Short-Term Global Health Experiences Into Engagements

Ventres

Wilson

2020

Academic Medicine

View full text Add to dashboard Cite

The authors challenge the conventional wisdom guiding what participants in short-term experiences in global health (STEGHs) should be learning. Medical students and residents from the United States have been told to focus on standardized competencies and ethical principles, in addition to the biomedical knowledge, skills, and attitudes highlighted by working internationally. The authors suggest that although these training goals are important, they may divert learners from developing their professional identities in ways that contribute to the health of all persons, especially those who are economically poor and socially marginalized. The authors postulate that such a professional transformation will occur only if STEGH participants attend to 5 key learning goals: develop contextual inquisitiveness, grow in insightful understanding, nurture global humility, cultivate structural awareness, and critically engage in the pursuit of creating equitable and just societies. Further, the authors argue that only by attending to these goals will any genuine change in the root causes of inequities in health outcomes occur. The authors review these goals and encourage their use for professional and pedagogical purposes over the duration of any STEGH—before departure, while in host communities, and upon return home.

show abstract

Intentional Exploration on International Service Learning Trips: Three Questions for Global Health

Cited by 3 publications

References 26 publications

Ten Questions to Guide Learners Seeking Equitable Global Health Experiences Abroad

Ten Questions to Guide Learners Seeking Equitable Global Health Experiences Abroad

Facilitating Critical Self-Exploration by Global Health Students

Rethinking Goals: Transforming Short-Term Global Health Experiences Into Engagements

Contact Info

Product

Resources

About