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Implementación de Programas Educativos en Asociaciones Académicas de Salud Global

John Kulesa1, Ian Chua2, Kathy Ferrer3

  • 1Icahn School of Medicine at Mount Sinai, Department of Pediatrics, 1 Gustave L. Levy Pl, New York, New York, 10029, USA; Kravis Children's Hospital, Division of Hospital Medicine, 1184 5th Ave, New York, New York, 10029, USA.

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Resumen

Los programas educativos de salud global (SG) enfrentan desafíos de implementación debido a diferencias en la formación, malentendidos culturales, racismo y prioridades contrapuestas. Abordar estos factores es crucial para la colaboración internacional efectiva y el éxito del programa.

Palabras clave:
Estudio Cualitativo BásicoCreación de CapacidadDescolonizaciónSalud GlobalEducación Interdisciplinaria

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Área de la Ciencia:

  • Salud Global
  • Educación Médica
  • Asociaciones Internacionales

Sus antecedentes:

  • Las asociaciones de salud global (SG) entre países de altos ingresos (PAI) y países de bajos y medianos ingresos (PBMI) tienen como objetivo abordar la escasez de mano de obra a través de la programación educativa.
  • Comprender los factores que influyen en la implementación de programas educativos es vital para mejorar las iniciativas académicas de SG.

Objetivo del estudio:

  • Identificar los factores que influyen en la implementación de programas educativos académicos de SG desde la perspectiva de médicos con sede en EE. UU.
  • Recopilar diversas perspectivas sobre los desafíos en la implementación de programas de SG.

Principales métodos:

  • Se realizaron entrevistas semiestructuradas con 20 profesionales de SG pediátrica con sede en EE. UU. en 2021.
  • El análisis de datos empleó un enfoque general interpretativista inductivo e iterativo, utilizando el marco de Rogan y Grayson para la implementación curricular en PBMI.

Principales resultados:

  • Surgieron temas clave, incluidas las disímiles paradigmas de formación entre socios internacionales.
  • Se identificaron como barreras significativas la limitada comprensión de los educadores occidentales sobre los sistemas del país anfitrión y el racismo.
  • Las prioridades contrapuestas del profesorado del país anfitrión, las tensiones interpersonales y los entornos de trabajo desafiantes impactaron negativamente la implementación.

Conclusiones:

  • El estudio destaca las perspectivas de los médicos con sede en EE. UU. sobre los desafíos de implementación de programas educativos de SG.
  • Los hallazgos subrayan el impacto negativo de la participación de los PAI, bien intencionada pero potencialmente desalineada.
  • Los socios de SG deben evaluar críticamente las estrategias de implementación al principio del diseño del programa para fomentar colaboraciones más efectivas.