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OUR PEOPLE, OUR MISSION Perspectives Global Health eMagazine April 2023 Perspectives Reports from the Field Highlights Reflections Nursing Division Women’s Health Education Hispanic/Latinx Community Ugandan Voices Innovation and Technology Our Beautiful Planet Art to Remind Us of Who We Can Be Video of the Month Announcement New Publications Article of the Month Welcome Among the Letters Congratulations Photo News Calendar Global Health Family Resources Previous Issues of the eMagazine Written by Professor Nelson Sewankambo MBChB, MSc, M.MED, FRCP, LLD (HC) I Am a Strong Believer in Change: Summary Remarks from UNGA77 on Decolonizing Global Health Education We have seen many new publications on the topic of global health (GH) equity and decolonization of GH education. These discussions should continue, but we need to take positive action to begin to move things around. The importance of a standardized curriculum in colonization and decolonization of GH education, not only for students in HICs but also for our own students and faculty, has been emphasized several times. Increasing numbers of students and faculty are coming on board to this ideology. Because a curriculum designed in a high-income country (HIC) may not be transferable to a low-to-middle-income country (LMIC), it needs collaborative discussion between both sides. Maybe the discussion should start around the structure and essential components of the curriculum, but the details will vary from one environment to another. One of the best places, at least in the United States, to start this discussion is the Consortium of Universities for GH (CUGH) which meets annually and pools people from many North American institutions and increasingly also from LMIC. I cannot emphasize more the significance of bidirectional exchange and learning. Based on my personal experience, people from HIC institutions coming to LMIC who care to learn from us are astounded by what we can do with the kinds of resources we have. That is not to argue that we don’t need more resources, but that there is learning to be had and that among the major obstacles is faculty who have not fully embraced the reality of inequities in GH. The challenge is how to bring faculty onboard to become mentors of trainees and to do what they are preaching and discussing. We need to remember this as one of the major issues that must be addressed as we move forward. I am a strong believer in change because I had the opportunity to be in leadership positions at Makerere University College of Health Sciences in Uganda for nearly twenty years. The essential problems have not been solved, but I have seen meaningful changes in how we relate with partners and how our partners relate with us. I have also seen trainees begin to see the need for change. We need to help sustain their drive through mentorship, as today’s trainees are tomorrow’s leaders and policymakers. What they learn now influences their behavior in the future. Therefore, we need to invest a lot of interest in mentoring them. 2 Perspectives continued on next page >>
OUR PEOPLE, OUR MISSION Global Health eMagazine April 2023 Perspectives Reports from the Field Highlights Reflections Nursing Division Women’s Health Education Hispanic/Latinx Community Ugandan Voices Innovation and Technology Our Beautiful Planet Art to Remind Us of Who We Can Be Video of the Month Announcement New Publications Article of the Month Welcome Among the Letters Congratulations Photo News Calendar Global Health Family Resources Previous Issues of the eMagazine Written by Beth West Director, Nuvance Health Patricia A. Tietjen, MD Teaching Academy Nuvance Health Global Health Intercultural Initiative; Part II Other factors to consider which add complexity to the design and delivery of an intercultural curriculum is the broad diversity of potential audiences within Global Health who will engage in this intercultural initiative. There are significant differences in education, experience, and worldview between medical students, residents, and physicians. Furthermore, participants will each bring their own distinct cultural perspectives. Any intercultural development curriculum should prepare them not only to engage with diverse partners at any of our nine overseas affiliated locations but should also prepare intercultural learners for the diverse patients they may encounter in their daily work, wherever that may ultimately be. These factors combined create a fascinating yet dizzying amount of unique perspectives that challenge the existing frameworks of intercultural curriculum in their ability to truly address such varied needs in a meaningful, significant way. Therefore, my initial research question is an optimistic, but broad one; how can we create accessible and appropriate programming in order to support the intercultural development of all members of our diverse Global Health community? As Mews et al. (2018) indicate, there is a unique synergy and opportunity for cultural competence education at the crossroads where global health in medical education intersects. The proposed intercultural Global Health initiatives will be designed for a phased delivery to different audiences (medical students, residents, and physicians) both in the U.S. and abroad. Recognizing that most intercultural training tools have been generated from Western paradigms with questionable application in non-Western settings (Deardorff, 2020), further review of extant literature and resources will focus on the discovery of intercultural teaching and learning curriculum and tools embodying non-western perspectives and their application in non-U.S. environments. Initially, myself and a dyad clinical colleague from the University of Vermont, Dr. Andrea Green, will work together to complete this literature review and a formal needs assessment to inform a tentative program design utilizing backward design, as suggested by Harvey (2017). The proposed curricula will then go to a diverse international and interdisciplinary committee of Global Health faculty for TACCT review, discussion, and revision. Intercultural training within medical education should, according to Fox (2005) move beyond cultural patterns and intercultural differences, improving communication skills, or role modeling interactions with patients. Fox argues the goal is to reach a deep level of knowledge and understanding of at least one society other than one’s own (2005). With this in mind, while we are still in the earliest stages of this program development, we imagine that instruction and delivery of these intercultural learning modules will be held in various countries with whom Nuvance Health has partnerships. We are excited and grateful for 3 Perspectives continued on next page >>
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