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Building Competencies Through Bilateral Medical Exchanges. Rachel A. Umoren, MD. International Service Learning in the Indiana University School of Medicine. IU- Moi University (MUSM) IU-Universidad Autonomo del Estado de Hidalgo (UAEH).
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Rachel A. Umoren, MD
International Service Learning in the Indiana University School of Medicine
IU-Moi University (MUSM)
del Estado de Hidalgo (UAEH)
Interdepartmental Residency track in global health -- Internal Medicine, Pediatrics, OB, Family Practice, and General Surgery residents
UAEH Pediatrics registrars visiting IUSOM
Increased knowledge of tropical medicine and community health(Thompson MJ, et al., 2003)
Increased cultural and linguistic competence(Grudzen CR, et al., 2007)
Careerchoices to work in underserved settings(Gjerde C, et al., 2004; Castillo et. al., 2010)
Medical institutionsin developing countries may also benefit (Drain PK, et al., 2007)Global Health Electives
In 1999, the Accreditation Council for Graduate Medical Education (ACGME) introduced the Outcome Project
To investigate the possible influence of the exchange program on resident education in relation to the competencies of communication, professionalism, practice based learning and improvement, and systems-based practice.
Charmaz, K. 2007. Understanding Grounded Theory
I think there is also a cultural difference [in Kenya]. They don’t want to tell you “No”. They don’t want to tell you that something is not gonna work, or something can’t be done, or something wasn’t done. So if you try and find something out about the patient’s care like if they were given medication or something… you later find out that the pharmacy didn’t have it in stock…but they just did not want to tell you. You could not troubleshoot because you didn’t know what actually happened
-- US learner studied in Kenya
Silence is not golden in America …it is always good to be vocal and explain things more than is necessary. In Kenya when you speak a lot people think that you are disrespectful.
--Kenyan learner studied in US
[The Kenyan physicians] were just a little bit more focused on their reality and I was still trying to use the U.S. reality of like, “What do you mean there is no more?” - US learner studied in Kenya
I had very open registrar who asked my opinion or we would talk about things very much in a joint fashion and sort of discuss things…When I went to the peds side I had a different registrar. He was much more closed off and I very much felt I needed to be in the background…
-US learner studied in Kenya
I think that the feeling of competition: of I’m going to do this, or I’m going to do that; causes them not to care. But [in Mexico], since we are a team, we have to support each other; you can’t allow anyone to lag behind because if so, your team won’t perform well and you want to have a good team, so we help each other a little more...
- Mexican learner studied in the US
And then having access to the level of care necessary is not always possible either. There was a limited number of oxygen canisters available..... so although you can access care it may not even be the appropriate level of care based on just limited resources -US learner studied in Kenya
To investigate the possible influence of the exchange program on resident education in relation to the competencies of communication, professionalism, practice based learning and improvement, and systems-based practice
Ed Liechty, MD
Diane Lorant, MD
Sarah Stelzner, MD
Rachel Vreeman, MD, MS
Jason Woodward, MD
Debra Litzelman, MD
Megan Palmer, Ph.D.
Mary Riner, Ph.D.
Samuel Ayaya, MB.ChB
Jennifer Custer (IUSM)
Cathy Luthman (IUSM)
Beatrice Koech (MUSM)
Eunice Walumbe (MUSM)