Centre for Teaching & Research in Disaster Medicine and Traumatology (KMC), Department of Biomedical and Clinical Sciences, Linköping University, Johannes Magnus Väg 11, Linköping, 583 30, Sweden.
Social Medicine and Global Health, Department of Clinical Sciences, Lund University, Malmö, Sweden.
BMC Med Educ. 2023 Jul 17;23(1):511. doi: 10.1186/s12909-023-04502-y.
Global health and sustainable development have increasingly been recognised as important parts of medical education, yet education on these issues remains fragmented and scarce. In 2020, a bill to reform the national medical curricula across all Swedish medical schools was introduced, including a greater emphasis on global health and sustainable development. This study aimed to explore the perspectives of key stakeholders in medical education on the role of global health and sustainable development in Swedish medical education.
This was a qualitative study based on semi-structured interviews with 11 key stakeholders in medical education, broadly defined as faculty board members (dean and/or vice-deans for medical education) and/or programme chairs representing six universities. Data were analysed using qualitative content analyis (QCA). The study was conducted according to the Consolidated Criteria for Reporting Qualitative research (COREQ) guidelines.
Stakeholders discussed the challenges and opportunities associated with the modification of medical education, which was seen as necessary modernisation to fit the changing societal perception of the role of medical doctors. The anchoring process of redesigning the curriculum and integrating global health and sustainable development was discussed, with emphasis on ownership and mandate and the role of teachers and students in the process. Finding a shared understanding of global health and sustainable development was perceived as a challenge, associated with resistance due to fear of curriculum overload. To overcome this, integrating global health and sustainable development with other topics and developing existing components of the curricula were seen as important. Additionally, it was stressed that fostering capacity building and developing infrastructure, including utilization of digital tools and collaborations, were essential to ensure successful implementation.
Medical institutions should prepare future doctors to respond to the needs of a globalised world, which include knowledge of global health and sustainable development. However, conceptual uncertainties and questions about ownership remain among key stakeholders in medical education. Yet, key stakeholders also highlight that the inclusion of global health and sustainable development in the new curricula represents multiple overarching educational opportunities that can bring about necessary improvement.
全球健康和可持续发展已日益被视为医学教育的重要组成部分，但这些问题的教育仍然分散且稀缺。2020 年，一项改革所有瑞典医学院国家医学课程的法案出台，其中包括更加重视全球健康和可持续发展。本研究旨在探讨医学教育中的关键利益相关者对全球健康和可持续发展在瑞典医学教育中的作用的看法。
这是一项基于对 11 名医学教育关键利益相关者的半结构化访谈的定性研究，这些利益相关者广泛定义为医学教育的学院委员会成员（院长和/或副院长）和/或代表六所大学的课程主席。使用定性内容分析（QCA）对数据进行分析。该研究根据定性研究报告的统一标准（COREQ）指南进行。
利益相关者讨论了与医学教育改革相关的挑战和机遇，他们认为这是必要的现代化，以适应社会对医生角色的不断变化的看法。讨论了重新设计课程和整合全球健康和可持续发展的锚定过程，重点是所有权和任务以及教师和学生在该过程中的作用。找到对全球健康和可持续发展的共同理解被认为是一个挑战，这与对课程过载的恐惧有关。为了克服这一障碍，将全球健康和可持续发展与其他主题相结合，并开发课程的现有组成部分被认为是重要的。此外，有人强调，培养能力建设和发展基础设施，包括利用数字工具和合作，对于确保成功实施是必不可少的。
医疗机构应该培养未来的医生，以应对全球化世界的需求，其中包括全球健康和可持续发展的知识。然而，医学教育中的关键利益相关者仍然存在概念上的不确定性和所有权问题。然而，关键利益相关者也强调，将全球健康和可持续发展纳入新的课程代表了多个总体教育机会，可以带来必要的改进。
