Decolonizing Global Health Education

Rethinking Institutional Partnerships and Approaches

Datos Bibliográficos

ID21615348
AutoresQuentin Eichbaum (0000-0003-3480-7892, Vanderbilt University Medical Center, autor de correspondencia), Quentin G Eichbaum (Q.G. Eichbaumis professor of pathology, microbiology and immunology, and director, Vanderbilt Pathology Program in Global Health, Vanderbilt University Medical Center, as well as professor of medical education and administration, Vanderbilt University School of Medicine, Nashville, Tennessee), Lisa V Adams (0000-0002-1303-2154, L.V. Adamsis associate dean for global health, associate professor of medicine and epidemiology, and director, Center for Global Health Equity, Geisel School of Medicine at Dartmouth and Dartmouth College, Hanover, New Hampshire; ORCID:.), Jessica Evert (0000-0002-3669-7693, J. Evertis assistant clinical professor, Department of Family and Community Medicine, University of California, San Francisco, San Francisco, California, and executive director, Child Family Health International, Oakland, California; ORCID:.), Ming-Jung Ho (0000-0003-1415-8282, M.-J. Hois professor, Department of Family Medicine, Georgetown University School of Medicine, associate director, Center for Innovation and Leadership in Education, Georgetown University Medical Center, and director of education research, MedStar Health, Washington, DC.), Innocent Semali (0000-0002-0952-9440, Hubert Kairuki Memorial University), Innocent A Semali (I.A. Semaliis senior lecturer, Epidemiology, Hubert Kairuki Memorial University, Dar es Salaam, Tanzania.), Susan van Schalkwyk (0000-0003-1596-6791, Stellenbosch University), Susan C van Schalkwyk (S.C. van Schalkwykis professor, Health Professions Education, and director, Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa; ORCID:.)
Año2021
Volumen96
Número3
Páginas329-335
Fecha de publicación2021-03-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaAcademic Medicine (JOURNAL)
Identificadores de la revistaISSN: 1040-2446 • E-ISSN: 1938-808X
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1097/acm.0000000000003473
PMID32349015
OpenAlexW3020590763
IdiomaEN
Citas recibidas85
Referencias citadas28

Global health often entails partnerships between institutions in low- and middle-income countries (LMICs) that were previously colonized and high-income countries (HICs) that were colonizers. Little attention has been paid to the legacy of former colonial relationships and the influence they have on global health initiatives. There have been recent calls for the decolonization of global health education and the reexamination of assumptions and practices under pinning global health partnerships. Medicine’s role in colonialism cannot be ignored and requires critical review. There is a growing awareness of how knowledge generated in HICs defines practices and informs thinking to the detriment of knowledge systems in LMICs. Additionally, research partnerships often benefit the better-resourced partner. In this article, the authors offer a brief analysis of the intersections between colonialism, medicine, and global health education and explore the lingering impact of colonialist legacies on current global health programs and partnerships. They describe how “decolonized” perspectives have not gained sufficient traction and how inequitable power dynamics and neocolonialist assumptions continue to dominate. They discuss 5 approaches, and highlight resources, that challenge colonial paradigms in the global health arena. Furthermore, they argue for the inclusion of more transfor mative learning approaches to promote change in attitudes and practice. They call for critical reflection and concomitant action to shift colonial paradigms toward more equitable partnerships in global education

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