Toward reciprocity: host supervisor perspectives on international medical electives

Bozinoff, Nikki; Dorman, Katie; Kerr, Denali; Roebbelen, Erica; Rogers, Erin; Hunter, Andrea; O’Shea, Tim; Kraeker, Christian

doi:10.1111/medu.12386

Cited by 96 publications

(135 citation statements)

References 21 publications

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“…In sub‐Saharan Africa, various researchers have investigated the perceptions of medical school professionals and students regarding STEGH. One common finding was that visiting medical students and professionals often took advantage of their economic and political power to impose their conceptions of health care without making any effort to immerse themselves in and understand the host context . Respondents also thought that visiting students primarily wanted to take advantage of lax laws and regulations to gain medical knowledge .…”

Section: Introductionmentioning

confidence: 99%

Host perspective on academic supervision, health care provision and institutional partnership during short‐term electives in global health

2019

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Context Studies about the impact of global health electives on host institutions are scarce and often made from the perspective of institutions that send students. The present research examined the impact of short‐term electives in global health (STEGHs) from the under‐represented perspective of host institutions in Benin. Methods The authors conducted 30 semi‐structured interviews from a convenience sample of Beninese health care professionals who had hosted Canadian medical students. Interviewees had previously supervised STEGHs in one of the five different institutions. A subsequent qualitative thematic analysis methodology was used to compilate codes and generate themes. Results Hosting STEGH students motivated respondents to increase their medical knowledge through self‐driven learning. They perceived an improvement in the quality of their care and felt a negligible impact on patient safety. They negatively commented on the lack of clear pedagogic objectives that they could rely on. Interviewees think current STEGH partnerships do not advantage them because institutions that send students offer little support during the electives. Furthermore, sending institutions do not offer the same opportunity for local medical students or professionals to take part in such electives outside of Benin. Conclusions Although host health care professionals evaluated global health electives positively overall, specific improvements could mitigate their negative impacts and help create a more balanced partnership between sending and host institutions. Sending institutions could involve host institutions in curriculum planning. They could invest in building reciprocal elective programmes to receive students from elsewhere. Meanwhile they can maximise the transfer of relevant medical knowledge, and provide expertise, resources and support during the electives.

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Section: Introductionmentioning

confidence: 99%

Host perspective on academic supervision, health care provision and institutional partnership during short‐term electives in global health

2019

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“…However, in some settings the educational experience may be compromised if students are exposed to health risks, including infectious disease, ethical dilemmas or other adverse events . Although institutions appear to value hosting students from other countries, concerns have been raised about resources, student behaviour, differences in expectations and inequitable exchange . Although this report is from the UK, the shared experiences of academics and support teams whose students leave the ‘home’ site to experience a health care context elsewhere means themes presented above have resonance internationally.…”

Section: Background and Rationalementioning

confidence: 99%

Recommendations for undergraduate medical electives: a UK consensus statement

et al. 2017

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Introduction Many doctors, across grades and specialities, supervise or advise students and juniors undertaking elective placements. Electives form part of medical curricula on a worldwide scale. The Medical Schools Council (MSC) Electives Committee in the UK identified a gap in the current literature in relation to provision of comprehensive recommendations for the design and management of undergraduate elective programmes. Electives afford many known benefits for medical and other health care students, but the context, and risks (impacting potentially on patient, public and student well‐being) are usually different from those associated with ‘home’ clinical placements. Aim The aim is to share experiences and good practice within UK Medical Schools, and inform and inspire others involved with similar programmes across the globe. Method This paper reports the results of the formation of a sub‐group to draft a set of recommendations, drawing on the reported experiences of academic elective leads across all UK schools, and including input from the MSC, and the student group Medsin (to capture the learner voice). The final document was the result of a national consultative process of four iterations. The end document was approved at school level, e.g. by curriculum committee, by each of the participating schools. Recommendations The recommendations consolidate the experiences of 30 participating UK medical schools. The consultation process generated 17 pre‐departure recommendations, seven during elective recommendations, 11 post elective recommendations and a further four recommendations relating to infectious disease. Conclusion We believe developing elective programmes using collective recommendations will provide a basis for a safer and more structured approach to a medical elective without losing the uniqueness and creative experiences valued by participants. Issues relating to undergraduates leaving their home school to experience medicine in a new context or country replicate across sites, so many recommendations will be transferable internationally.

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“…Over time, unidirectional programs gave way to bidirectional opportunities [567], and institutions in LMICs expanded opportunities in “away” settings within their own countries, other LMICs, and HICs. Evidence showed that students from LMICs experience GHE in similar ways to students from HICs, despite their different frames of origin [8].…”

Section: The Era Of Globalism In Which Ghe Programs Developed Has Endedmentioning

confidence: 99%

“…It is crucial that GHE programs promote reciprocity and, ideally, bidirectionality [56710]. The prevalence of such programs is unknown.…”

Section: How Must Ghe Change To Ensure It Remains Relevant?mentioning

confidence: 99%

Socially Accountable Global Health Education Amidst Political Uncertainty and Reactionary Nationalism: A Value Proposition and Recommendations for Action

Peluso

DeLuca

Dagna

et al. 2019

Annals of Global Health

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Toward reciprocity: host supervisor perspectives on international medical electives

Cited by 96 publications

References 21 publications

Host perspective on academic supervision, health care provision and institutional partnership during short‐term electives in global health

Host perspective on academic supervision, health care provision and institutional partnership during short‐term electives in global health

Recommendations for undergraduate medical electives: a UK consensus statement

Socially Accountable Global Health Education Amidst Political Uncertainty and Reactionary Nationalism: A Value Proposition and Recommendations for Action

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