Rethinking Goals
Transforming Short-Term Global Health Experiences Into Engagements
Bibliographic Data
| ID | 21614735 |
|---|---|
| Authors | William B Ventres (is Ben Saltzman, MD, Distinguished Chair in Rural Family Medicine, Department of Family and Preventive Medicine, College of Medicine, University of Arkansas for Medical Sciences, Little Rock, Arkansas; ORCID:.), William Ventres (0000-0003-3573-2845, University of Arkansas for Medical Sciences, corresponding author), Brenda K Wilson (0000-0002-6271-2885, is a PhD graduate, Institute for the Medical Humanities, University of Texas Medical Branch, Galveston, Texas; ORCID:.) |
| Year | 2020 |
| Volume | 95 |
| Issue | 1 |
| Pages | 32-36 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Academic Medicine (JOURNAL) |
| Journal identifiers | ISSN: 1040-2446 • E-ISSN: 1938-808X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1097/acm.0000000000002841 |
| PMID | 31219810 |
| OpenAlex | W2951077774 |
| Language | EN |
| Citations received | 5 |
| References cited | 43 |
The authors challenge the conventional wisdom guiding what participants in short-term experiences in global health (STEGHs) should be learning. Medical students and residents from the United States have been told to focus on standardized competencies and ethical principles, in addition to the biomedical knowledge, skills, and attitudes highlighted by working internationally. The authors suggest that although these training goals are important, they may divert learners from developing their professional identities in ways that contribute to the health of all persons, especially those who are economically poor and socially marginalized. The authors postulate that such a professional transformation will occur only if STEGH participants attend to 5 key learning goals: develop contextual inquisitiveness, grow in insightful understanding, nurture global humility, cultivate structural awareness, and critically engage in the pursuit of creating equitable and just societies. Further, the authors argue that only by attending to these goals will any genuine change in the root causes of inequities in health outcomes occur. The authors review these goals and encourage their use for professional and pedagogical purposes over the duration of any STEGH—before departure, while in host communities, and upon return home
Cultural competence · Cultural humility · Engineering ethics · Humility · Medical education · Nature versus nurture · Pedagogy · Political science · Professional development · Public relations · Sociology · Transformative learning · Cultural Competency in Health Care · Global Health and Surgery · Global Health Workforce Issues · Medicine · Psychology
Revisiting Alma-Ata
Why Do Americans Have Shorter Life Expectancy and Worse Health Than Do People in Other High-Income Countries?
Professional Identity (Trans)Formation in Medical Education
Beyond Cultural Competence
Four social theories for global health
Towards a common definition of global health
Transformative Learning as a Metatheory
The Social Determinants of Health
Cultural Humility Versus Cultural Competence
Guidelines for responsible short-term global health activities
Eyes wide open
The Ethical Self-Fashioning of Physicians and Health Care Systems in Culturally Appropriate Health Care
With So Much Need, Where Do I Serve
International clinical volunteering in Tanzania
Revisiting global body politics in Nepal
Building Value‐Based Partnerships
On sitting and doing
Structural competency
Beyond acculturation
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2019 - 2024 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |