Thinking the post-colonial in medical education

Abstract

We need to develop greater understanding of the relationship between post-colonial studies and medical education if we are to prevent a new wave of imperialism through the unreflecting dissemination of conceptual frameworks and practices which assume that 'metropolitan West is best'.

Effects of Hospital Accreditation on Medical Students

“…Despite the emerging literature urging that different traditions, cultures, and socioeconomic conditions be taken into account, [33][34][35][36] many medical educators and hospital administrators continue to export and import Western frameworks and practices without critical consideration for local contexts. 37 Although it is possible to achieve a productive balance between homogenization and outright rejection of global trends, 38 the globalization of medical education often carries with it underlying assumptions about the cultural neutrality of Western medical education practices, assumptions that may obstruct the effective translation of such practices to new settings. 39 Along this vein, Stevens and Goulbourne 39 write of how problem-based learning, originally reflective of an "Anglo-Saxon model of teaching medicine," was adopted in Jamaica and elsewhere on the assumption of its success in developed countries and its association with modernization.…”

On gunboats and grand pianos: medical education exports and the long shadow of colonialism

“…Postcolonial theory provides an important lens with which to examine international medical education exports (Bleakley et al 2008). European colonialism was infused with the belief that colonizers took civilization and enlightenment with them.…”

Globalization and the modernization of medical education

“…The analysis of the cases of Maastricht and UWI Mona underscores that this adoption and export of models often lack reflection and, therefore, the attendant problems (Bleakley et al 2008). It is clear that the benefits of globalization can be achieved positively with the appropriate considerations.…”

“…Hence, group dynamics and group effectiveness tend to play out differently in Arabic cultures than what obtains in the 'typical' Western cultures as is seen in the Netherlands. As it usually is believed that the benefit of globalization to medical education is without controversy, medical educators and their schools are often unreflective about what they are doing in exporting or adopting these Western curricula (Bleakley et al 2008).…”