the ethics of electives
Post on 06-Jan-2017
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Electives Presentation
Jonny CurrieBristol
Why do we do electives?
Overseas electives Different cultural and
organisational setting See diseases rare in UK
Personal development Travel Experience different
medico-social context
A tale of two electives…
Adams and Sheather, 2001. Elective Ethics. sBMJ 9; p.305-356.
Medical tourism Self-serving
Raise unmet expectations
Ineffective
Impose burdens on local health facilities
Inappropriate
If under colonialism natural resources and human labour were exploited;
Are western societies now using under-developed nature of developing countries as training grounds for their own teachers and other professionals?
Are medical electives the new neo-colonialism?
Are medical electives the new neo-colonialism?
Practising ethics Ambassadors abroad
Discomfort about suddenly being expected to “see patients”
Poor supervision
Limited resources Huge health needs
Justifies acting role of doctor?
Practising ethics Patients have right to know are being cared by
students
Ethics of intervening
Legal ground
Moral boundaries
Risk to the poor – benefit to the rich Medical students profit from
international elective experience and practise within USA/Europe
benefits in training transferred to patients in developed world
burden of harm is placed on the population in the developing world and most benefit is accrued by patients in developed nations
exploitation might emerge
The Elective Industry Parallels to Gap Year industry
Diverse organisations
Simplistic definition of development
The Elective IndustrySPW is a true development organization. We will not send you on an exotic holiday where you can also indulge in a little teaching, or environmental work. You willknow that if you participate in one of our programmes you will be helping to make a real difference - not only for your CV, but for the people you are working with.
Original emphasis, Student Partnership Worldwide, 2002
Does the idea of travel to far off destinations appeal to you? How about the adventure of joining an expedition into the world’s greatest mountain ranges? And I expect you’d like to help a disadvantaged community and acquire new skills while working on an aid project . . . . At the same time you’re probably thinking about how your Gap Year will fit into the broader picture, will it be something to impress future employers and how will it look on your CV?
Venture Co., 2002, p. 1
Incorrect representation of ‘developing world’
Limited critical engagement allows students to confirm their presumptions, with added authority of ‘experience’
Fatalistic faith in the ‘luck of the draw’
‘Lotto logic’
Outgoing reflections of students
What the gap year industry lacks is a pedagogy for social justice
The route to internationalisation?
Authors question whether electives enable students to meet requirements of globalisation
Comprehensive programme of international health teaching
Preaching to the converted
Edwards et al, 2004. Understanding global health issues: are international medical electives the answer?
Curricula for change WHO qualities of ‘5 star
doctor’ Community oriented Reconciling individual and
community needs Initiating actions on behalf of
community
Tomorrow’s Doctors: Public health medicine
prominent in curriculum Health promotion; illness prevention; Assessment and targeting of
population needs Awareness of environmental
and social factors in disease
International Health electives Karolinska Institute,
Sweden
Global Multiculturalism Track, Massachusetts, USA
University College London, UK
Health Systems Developing countries face
severe health workforce shortages
4 million health workers needed to fill gap (World Health Organisation)
NGOs can lure qualified people from Ministry of Health and into private sector
Parallel health systems NGOs can high more staff
at higher salaries Can acquire specialised
equipment Or create idealised projects
serving one limited population in a geographic area
Result is a fragmented and inequitable health system
I. NGOs will engage in hiring practices that ensure long-term health system sustainability.
II. NGOs will enact employee compensation practices that strengthen the public sector.
III. NGOs pledge to create and maintain human resources training and support systems that are good for the countries where they work.
IV. NGOs will minimize the NGO management burden for ministries.
V. NGOs will support Ministries of Health as they engage with communities.
VI. NGOs will advocate for policies that promote and support the public sector.
Funding Electives operate in
context of inequality
Consider how you spend your money
Ethics of funding?
What can you do? Before you leave:
think what you hope to gain and what you are capable of doing
question medical school on when to ask for help and what to do when not forthcoming
knowledge and skills of health context
Broad learning on determinants of disease
What can you do? Once you’re there:
discuss with supervisor what is expected and how you can be most helpful
offer something in return relevant research
On return: future student or research
exchanges Reflect on experience Develop global
understanding
Final remarks We live in a global
economy; surely we should practise global medicine?
One-way process
Strive to minimise the risk: benefit ratio
Essential reading
UCL Elective Pack
Available at:http://student.bmj.com/international/elective_pack.php
Improving health for the world’s poor: what can health professionals do?
http://www.bma.org.uk/ap.nsf/content/Improvinghealth
Global Health education
http://www.medsin.org
http://globalhealthedu.org/Pages/default.aspx
Websiteshttp://student.bmj.com/international/electivenpack.php
http://www.bma.org.uk/ap.nsf/content/Improvinghealth
http://www.medsin.org
http://globalhealthedu.org/Pages/default.aspx
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