Undergraduate Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada.
Division of Anatomical Sciences, Department of Anatomy and Cell Biology and Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada.
Ann Glob Health. 2017 Mar-Apr;83(2):274-280. doi: 10.1016/j.aogh.2017.04.003. Epub 2017 May 29.
As health care delivery increasingly requires providers to cross international borders, medical students at McGill University, Canada, developed a multidirectional exchange program with Haiti and Rwanda. The program integrates surgery, pathology, anatomy, research methodology, and medical education.
The aim of the present study was to explore the global health value of this international training program to improve medical education within the environment of developing countries, such as Haiti and Rwanda, while improving sociocultural learning of Canadian students.
Students from the University of Kigali, Rwanda and Université Quisqueya, Haiti, participated in a 3-week program at McGill University. The students spanned from the first to sixth year of their respective medical training. The program consisted of anatomy dissections, surgical simulations, clinical pathology shadowing, and interactive sessions in research methodology and medical education. To evaluate the program, a survey was administered to students using a mixed methodology approach.
Common benefits pointed out by the participants included personal and professional growth. The exchange improved career development, sense of responsibility toward one's own community, teaching skills, and sociocultural awareness. The participants all agreed that the anatomy dissections improved their knowledge of anatomy and would make them more comfortable teaching the material when the returned to their university. The clinical simulation activities and shadowing experiences allowed them to integrate the different disciplines. However, the students all felt the research component had too little time devoted to it and that the knowledge presented was beyond their educational level.
The development of an integrated international program in surgery, pathology, anatomy, research methodology, and medical education provided medical students with an opportunity to learn about differences in health care and medical education between the 3 countries. This exchange demonstrated that a crosscultural near-peer teaching environment can be an effective and sustainable method of medical student-centered development in global health.
随着医疗服务的提供越来越需要医疗服务提供者跨越国界，加拿大麦吉尔大学的医学生与海地和卢旺达建立了一个多方向的交流项目。该项目整合了外科、病理学、解剖学、研究方法和医学教育。
本研究旨在探讨这种国际培训项目在改善发展中国家（如海地和卢旺达）的医学教育方面的全球卫生价值，同时提高加拿大学生的社会文化学习。
卢旺达基加利大学和海地奎索耶大学的学生参加了在麦吉尔大学进行的为期 3 周的项目。学生们的医学培训从第一年到第六年不等。该计划包括解剖学解剖、手术模拟、临床病理学观察以及研究方法和医学教育的互动课程。为了评估该计划，使用混合方法学方法向学生进行了调查。
参与者指出的共同好处包括个人和专业成长。交流促进了职业发展、对自己社区的责任感、教学技能和社会文化意识。参与者都认为解剖学解剖提高了他们对解剖学的了解，并使他们在返回大学时更舒适地教授该材料。临床模拟活动和影子体验使他们能够整合不同的学科。然而，学生们都觉得研究部分投入的时间太少，而且所呈现的知识超出了他们的教育水平。
综合国际外科、病理学、解剖学、研究方法和医学教育计划的制定为医学生提供了一个了解 3 个国家之间医疗保健和医学教育差异的机会。这种交流表明，跨文化的近邻教学环境可以成为以医学生为中心的全球卫生发展的有效和可持续方法。
