S.S.L. Liauw is an internal medicine resident, University of Toronto, Toronto, Ontario, Canada. A. Kuper is associate professor and faculty co-lead, Person-Centred Care Education, Department of Medicine, scientist and associate director, Wilson Centre for Research in Education, University Health Network, University of Toronto, and staff physician, Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada. G. Noël is associate professor and director, Anatomical Sciences Division, McGill University, Montreal, Quebec, Canada. L. Richardson is assistant professor, Department of Medicine, University of Toronto, and staff physician, Division of General Internal Medicine, University Health Network, Toronto, Ontario, Canada.
Acad Med. 2018 Dec;93(12):1865-1871. doi: 10.1097/ACM.0000000000002400.
To explore how host medical students learn from visiting foreign students, by reporting on a global health program that has invited two or three Haitian medical students each year since 2013 to a Canadian medical school for a summer anatomy program.
In 2017, the authors conducted a qualitative descriptive study that collected data through one-on-one, semistructured interviews with 10 Canadian students, who participated in the Université Quisqueya-McGill University collaborative, a bidirectional global health education initiative, 2013-2016. The authors' critical constructivist thematic analysis, while exploratory, was sensitized by their knowledge of contemporary frameworks of global health competencies, a postcolonial understanding of power relations, and three key concepts (agency, cultural humility, and reflexivity).
The authors found two phenomena related to bidirectional exchange: the nature of the relationship between Canadian and Haitian students, and elements of the learning experience that facilitated transformation and growth. There were three important components to the nature of the relationship between Canadian and Haitian students-reflection on practices and privilege, negotiation of power dynamics, and perception of Haitian students as agents-and three components of the learning experience that facilitated transformation and growth-working in groups, common learning objectives, and informal social gatherings.
Bidirectional programs may have implications for Canadian students' perception of the agency of international medical learners and may prompt self-reflection that manifests in a range of ways, including an experience of culture shock at home. These tensions seemed to create space to practice reflexivity and cultural humility.
通过报告一项全球健康计划，探讨东道主医学生如何从访问留学生身上学习，该计划自 2013 年以来每年邀请两三名海地医学生到加拿大一所医学院参加夏季解剖学课程。
2017 年，作者进行了一项定性描述性研究，通过对 10 名曾参加过 2013-2016 年魁北克大学-麦吉尔大学合作项目（一项双向全球健康教育倡议）的加拿大学生进行一对一的半结构化访谈收集数据。作者的批判性建构主义主题分析虽然是探索性的，但受到他们对当代全球健康能力框架、权力关系的后殖民理解以及三个关键概念（能动性、文化谦逊和反思性）的知识的启发。
作者发现了与双向交流相关的两个现象：加拿大学生和海地学生之间关系的性质，以及促进转变和成长的学习体验的要素。加拿大学生和海地学生之间关系的性质有三个重要组成部分——对实践和特权的反思、权力动态的协商以及对海地学生作为行动者的看法——促进转变和成长的学习体验有三个组成部分——小组合作、共同学习目标和非正式社交聚会。
双向计划可能对加拿大学生对国际医学生能动性的看法产生影响，并可能促使他们进行自我反思，这种反思以多种方式表现出来，包括在国内经历文化冲击。这些紧张关系似乎为反思性和文化谦逊实践创造了空间。
