Internationalization of Medical Education — Motivations and Formats of Current Practices

Abstract

Purpose The COVID-19 pandemic has demonstrated the importance for medical professionals to engage in work transcending national borders and to deeply understand perspectives of health in other countries. Internationalization of medical education can play a key role to that end, by preparing culturally competent and globally conscious medical healthcare professionals. The aim of this scoping review is to identify current practices and formats in internationalization in medical education, which to date has received sparse academic attention. The need for this review is heightened amid COVID-19 where a clearer understanding of current internationalization efforts can inform more effective practice. We also explore if the motivations driving internationalization activities in medicine align with current practice and formats based on a framework of thematic categories found in the field of international higher education. In addition, we identify gaps in existing research. Methods Using a scoping review, an international and interdisciplinary research team employed a comprehensive search strategy to identify publications on existing efforts in IoME, published from January 1, 2000, to December 31, 2020, in Scopus, PubMed/Medline, Google Scholar, and Web of Science. Inclusion/exclusion criteria were applied to identify relevant data from publication titles, abstracts, and main texts, which were subsequently summarized. Coding schemes were developed based on models for comprehensive internationalization in higher education. Results 350 articles met the inclusion criteria. Most articles originated from the high-income countries of the Global North and accounted for a literature base favoring perspectives and understandings that were typically representative of this region. Whereas motivations for internationalizing medical curricula in high-income countries were generally rooted in a model of social transformation/justice/health equity, drivers relating to competition and workforce preparation were common in the low- and middle-income countries. Importantly, the motivations driving internationalization activities generally did not align well with reported internationalization formats, which included student mobility, international curricula at home, and global partnerships. There was a disconnect between what medical curricula/professionals hope to accomplish and the reality of practice on the ground. Discussion and Conclusion There is a need for a common definition of internationalization of medical education and a more balanced and unbiased literature base, capturing the full spectrum of internationalization activities existing in both the Global North and South. International partnership frameworks need to equally benefit institutions of both the Global North and Global South. Currently, institutions in the low- and middle-income countries generally cater to the needs and interests of their ...

Lessons From a Near-Peer Junior Doctor Teaching Program in Trauma and Orthopedics

“…A learning environment as obtained in this teaching program allows for open interaction and questioning fostering psychological safety [15]. Learner diversity feeds into the concept of internationalization in medical education with the NHS having a diverse workforce with a lot of foreign-trained clinicians in the setting of learning transcending international boundaries, especially following the COVID-19 pandemic [16]. As seen in the results from this study, most respondents rated the program highly on inclusion.…”

The Liberal Model in Internationalization of Medical Education — an Opportunity to Reduce Healthcare Nationalism

“…The global COVID-19 pandemic demonstrates the importance of internationalization of medical education (IoME) in preparing medical graduates to act as global citizen physicians and regard themselves as a part of a worldwide medical community, practicing medicine with a global mindset, thereby solving healthcare issues in a global collaborative manner [ 1 , 2 ].…”

“…Motivations for IoME center around three major models [ 2 , 3 ]. The market model aids medical schools and countries competing for world ranking in science and clinical practice.…”

“…It is the driver for many low- and middle-income countries, but has little promise for long-term sustainability. It results in a loss of interest and inward focus once an achievement milestone is reached — thus, increasing healthcare nationalism [ 2 ]. The social transformation model focuses on health equity and social justice.…”

“…The social transformation model focuses on health equity and social justice. It dominates IoME in the high-income countries, and is sensitive to economic impact, political interests, and social injustice [ 2 ]. The liberal model fosters international collaboration and understanding and has been in practice in other areas of higher education (e.g., the political sciences, social sciences).…”