Transforming global health education during the COVID-19 era: perspectives from a transnational collective of global health students and recent graduates

Inspired by the 2021 BMJ Global Health Editorial by Atkins 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 th...

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Bibliographic Details
Published in:BMJ global health 2022-12, Vol.7 (12), p.e010698
Main Authors: Krugman, Daniel W, Manoj, Malvikha, Nassereddine, Ghiwa, Cipriano, Gabriela, Battelli, Francesca, Pillay, Kimara, Othman, Razan, Kim, Kristina, Srivastava, Siddharth, Lopez-Carmen, Victor A, Jensen, Anpotowin, Schor, Marina
Format: Article
Language:English
Subjects:
Analysis
COVID-19
Curricula
Distance learning
Education
Global Health
Health Education
Humans
Knowledge
Pandemics
Public health
Students
Teachers
Transnationalism
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Summary:Inspired by the 2021 BMJ Global Health Editorial by Atkins 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.
ISSN:2059-7908
2059-7908
DOI:10.1136/bmjgh-2022-010698