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Ten Questions to Guide Learners Seeking Equitable Global Health Experiences Abroad.

Christopher W Reynolds1, Joseph C Kolars2, Abebe Bekele3

  • 1C.W. Reynolds is a medical student, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0001-6634-391X .

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Summary

Learners need guiding questions to critically evaluate global health opportunities for equitable partnerships. This resource promotes mutually beneficial global health experiences between high-income and low-income countries.

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Area of Science:

  • Global Health
  • Medical Education
  • Health Equity

Background:

  • Global health experiences, where learners from high-income countries (HICs) train in low- and middle-income countries (LMICs), are increasingly common.
  • These experiences can be exploitative, benefiting HIC learners without reciprocity for LMIC hosts, despite institutional efforts toward equity.
  • Learners often lack the resources to critically assess or equitably co-design global health opportunities.

Purpose of the Study:

  • To provide learners with guiding questions to critically evaluate and co-design global health opportunities.
  • To promote global health equity by ensuring mutual benefit and addressing power dynamics.
  • To equip learners and faculty with tools for equitable global health partnerships.

Main Methods:

  • Development of 10 guiding questions for learners to assess global health opportunities.
  • Focus on principles of global health equity, including reciprocity, accountability, sustainability, and power dynamics.
  • Inclusion of practical tips, pitfalls, and examples for equitable partnership actualization.

Main Results:

  • The guiding questions cover motivations, reciprocity, accountability, sustainability, financial implications, self-reflection, communication, and power dynamics.
  • The article offers a framework for learners to engage in ethical and equitable global health collaborations.
  • Learners, faculty, and LMIC partners are better equipped for mutually beneficial engagement.

Conclusions:

  • Learners require critical evaluation tools to ensure global health experiences are equitable and beneficial.
  • Adopting a global health equity lens is crucial for decolonizing global health education.
  • The provided guiding questions and reflection tool facilitate mutually beneficial partnerships.