TY - JOUR
T1 - Transforming global health education during the COVID-19 era
T2 - Perspectives from a transnational collective of global health students and recent graduates
AU - Krugman, Daniel W.
AU - Manoj, Malvikha
AU - Nassereddine, Ghiwa
AU - Cipriano, Gabriela
AU - Battelli, Francesca
AU - Pillay, Kimara
AU - Othman, Razan
AU - Kim, Kristina
AU - Srivastava, Siddharth
AU - Lopez-Carmen, Victor A.
AU - Jensen, Anpotowin
AU - Schor, Marina
PY - 2023/1/6
Y1 - 2023/1/6
N2 - Inspired by the 2021 BMJ Global Health Editorial by Atkins et al on global health (GH) teaching during the COVID-19 pandemic, a group of GH students and recent graduates from around the world convened to discuss our experiences in GH education during multiple global crises. Through weekly meetings over the course of several months, we reflected on the impact the COVID-19 pandemic and broader systemic inequities and injustices in GH education and practice have had on us over the past 2 years. Despite our geographical and disciplinary diversity, our collective experience suggests that while the pandemic provided an opportunity for changing GH education, that opportunity was not seized by most of our institutions. In light of the mounting health crises that loom over our generation, emerging GH professionals have a unique role in critiquing, deconstructing and reconstructing GH education to better address the needs of our time. By using our experiences learning GH during the pandemic as an entry point, and by using this collective as an incubator for dialogue and re-imagination, we offer our insights outlining successes and barriers we have faced with GH and its education and training. Furthermore, we identify autonomous collectives as a potential viable alternative to encourage pluriversality of knowledge and action systems and to move beyond Western universalism that frames most of traditional academia.
AB - Inspired by the 2021 BMJ Global Health Editorial by Atkins et al on global health (GH) teaching during the COVID-19 pandemic, a group of GH students and recent graduates from around the world convened to discuss our experiences in GH education during multiple global crises. Through weekly meetings over the course of several months, we reflected on the impact the COVID-19 pandemic and broader systemic inequities and injustices in GH education and practice have had on us over the past 2 years. Despite our geographical and disciplinary diversity, our collective experience suggests that while the pandemic provided an opportunity for changing GH education, that opportunity was not seized by most of our institutions. In light of the mounting health crises that loom over our generation, emerging GH professionals have a unique role in critiquing, deconstructing and reconstructing GH education to better address the needs of our time. By using our experiences learning GH during the pandemic as an entry point, and by using this collective as an incubator for dialogue and re-imagination, we offer our insights outlining successes and barriers we have faced with GH and its education and training. Furthermore, we identify autonomous collectives as a potential viable alternative to encourage pluriversality of knowledge and action systems and to move beyond Western universalism that frames most of traditional academia.
KW - COVID-19
KW - health education and promotion
KW - other study design
KW - public health
UR - http://www.scopus.com/inward/record.url?scp=85149228982&partnerID=8YFLogxK
U2 - 10.1136/bmjgh-2022-010698
DO - 10.1136/bmjgh-2022-010698
M3 - Article
AN - SCOPUS:85149228982
SN - 2059-7908
VL - 7
SP - 1
EP - 10
JO - BMJ Global Health
JF - BMJ Global Health
IS - 12
M1 - e010698
ER -