The medical student global health experience: professionalism and ethical implications

Abstract

Medical student and resident participation in global health experiences (GHEs) has significantly increased over the last decade. In response to growing student interest and the proven impact of such experiences on the education and career decisions of resident physicians, many medical schools have begun to establish programmes dedicated to global health education. For the innumerable benefits of GHEs, it is important to note that medical students have the potential to do more harm than good in these settings when they exceed their actual capabilities as physicians-in-training. While medical training programmes are beginning to provide students with the knowledge to put their GHEs in context, they must remember that they also bear the responsibility of training their students in a framework to approach these experiences in a principled and professional way. It is necessary that these institutions provide adequate and formalised preparation for both clinical and ethical challenges of working in resource-poor settings. This paper outlines potential benefits and risks of GHEs and delineates recommendations to some of the current issues.

Electives in undergraduate medical education: AMEE Guide No. 88

“…Preparation and practice should follow recognized standards of professional and ethical behaviour whilst on any elective (Shah & Wu 2008, British Medical Association 2009, Anderson et al 2008, Responsible Electives Coordinator 2013.…”

“…Electives in a LMI country may present a temptation to students to undertake medical care or procedures which they would not be permitted to perform at home (Shah & Wu 2008, British Medical Association 2009. Indeed, for some students, this may be a motivating factor in choosing their placement.…”

Global health training starts at home: A unique US-based global health clinical elective for residents

“…Medical students and residents continue to participate in global health activities, but they often do not have adequate preparation (Crump & Sugarman 2008; Unite for Sight 2010), which hampers their efficiency and effectiveness, and disproportionately consumes limited resources (Shah & Wu 2008;Dowell & Merrylees 2009). As educational institutions, we have not only an opportunity, but a responsibility to provide them with sound and rigorous training in global health that prepares them for work overseas and at home in an increasingly globalized community.…”

Global Health Governance and Tropical Diseases

“…In a less fragmented system -such as one in which WHO would be the main supranational actor -a narrower spectrum of people would find an organization that fit their life goals. Supporting evidence comes from medical schools in developed countries, where in recent years the number of students participating in global health experiences and internships (Shah and Wu 2008) and the number of elective courses, academic tracks, and departments to train and conduct research in global health and tropical diseases has increased dramatically (Furin et al 2006;Gupta et al 1999;American Medical Student Association 2012).…”