Where We Fall Down: Tensions in Teaching Social Medicine and Global Health

Background: As global health interest has risen, so too has the relevance of education on the social determinants of health and health equity. Social medicine offers a particularly salient framework for educating on the social determinants of health, health disparities, and health equity. SocMed and...

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Autores principales:	Amy Finnegan, Michelle Morse, Marisa Nadas, Michael Westerhaus
Formato:	article
Lenguaje:	EN
Publicado:	Ubiquity Press 2017
Materias:	health professional education social medicine praxis Uganda Haiti Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/5a06bbb65ace42db8aff0a87857e1408
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spelling	oai:doaj.org-article:5a06bbb65ace42db8aff0a87857e14082021-12-02T04:04:33ZWhere We Fall Down: Tensions in Teaching Social Medicine and Global Health2214-999610.1016/j.aogh.2017.03.515https://doaj.org/article/5a06bbb65ace42db8aff0a87857e14082017-05-01T00:00:00Zhttps://annalsofglobalhealth.org/articles/204https://doaj.org/toc/2214-9996Background: As global health interest has risen, so too has the relevance of education on the social determinants of health and health equity. Social medicine offers a particularly salient framework for educating on the social determinants of health, health disparities, and health equity. SocMed and EqualHealth, 2 unique but related organizations, offer annual global health courses in Uganda, Haiti, and the United States, which train students to understand and respond to the social determinants of health through praxis, self-reflection and self-awareness, and building collaborative partnerships across difference. Objectives: The aim of this paper is to describe an innovative pedagogical approach to teaching social medicine 'and' global health. We draw on the notion of praxis, which illuminates the value of iterative reflection and action, to critically examine our points of weakness as educators in order to derive lessons with broad applicability for those engaged in global health work. Methods: The data for this paper were collected through an autoethnography of teaching 10 global health social medicine courses in Uganda and Haiti since 2010. It draws on revealing descriptions from participant observation, student feedback collected in anonymous course evaluations, and ongoing relationships with alumni. Findings: Critical analysis reveals 3 significant and complicated tensions raised by our courses. The first point of weakness pertains to issues of course ownership by North American outsiders. The second tension emerges from explicit acknowledgment of social and economic inequities among our students and faculty. Finally, there are ongoing challenges of sustaining positive momentum toward social change after transformative course experiences. Conclusions: Although successful in generating transformative learning experiences, these courses expose significant fracture points worth interrogating as educators, activists, and global health practitioners. Ultimately, we have identified a need for building equitable partnerships and intentional community, embracing discomfort, and moving beyond reflection to praxis in global health education.Amy FinneganMichelle MorseMarisa NadasMichael WesterhausUbiquity Pressarticlehealth professional educationsocial medicinepraxisUgandaHaitiInfectious and parasitic diseasesRC109-216Public aspects of medicineRA1-1270ENAnnals of Global Health, Vol 83, Iss 2, Pp 347-355 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	health professional education social medicine praxis Uganda Haiti Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
spellingShingle	health professional education social medicine praxis Uganda Haiti Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270 Amy Finnegan Michelle Morse Marisa Nadas Michael Westerhaus Where We Fall Down: Tensions in Teaching Social Medicine and Global Health
description	Background: As global health interest has risen, so too has the relevance of education on the social determinants of health and health equity. Social medicine offers a particularly salient framework for educating on the social determinants of health, health disparities, and health equity. SocMed and EqualHealth, 2 unique but related organizations, offer annual global health courses in Uganda, Haiti, and the United States, which train students to understand and respond to the social determinants of health through praxis, self-reflection and self-awareness, and building collaborative partnerships across difference. Objectives: The aim of this paper is to describe an innovative pedagogical approach to teaching social medicine 'and' global health. We draw on the notion of praxis, which illuminates the value of iterative reflection and action, to critically examine our points of weakness as educators in order to derive lessons with broad applicability for those engaged in global health work. Methods: The data for this paper were collected through an autoethnography of teaching 10 global health social medicine courses in Uganda and Haiti since 2010. It draws on revealing descriptions from participant observation, student feedback collected in anonymous course evaluations, and ongoing relationships with alumni. Findings: Critical analysis reveals 3 significant and complicated tensions raised by our courses. The first point of weakness pertains to issues of course ownership by North American outsiders. The second tension emerges from explicit acknowledgment of social and economic inequities among our students and faculty. Finally, there are ongoing challenges of sustaining positive momentum toward social change after transformative course experiences. Conclusions: Although successful in generating transformative learning experiences, these courses expose significant fracture points worth interrogating as educators, activists, and global health practitioners. Ultimately, we have identified a need for building equitable partnerships and intentional community, embracing discomfort, and moving beyond reflection to praxis in global health education.
format	article
author	Amy Finnegan Michelle Morse Marisa Nadas Michael Westerhaus
author_facet	Amy Finnegan Michelle Morse Marisa Nadas Michael Westerhaus
author_sort	Amy Finnegan
title	Where We Fall Down: Tensions in Teaching Social Medicine and Global Health
title_short	Where We Fall Down: Tensions in Teaching Social Medicine and Global Health
title_full	Where We Fall Down: Tensions in Teaching Social Medicine and Global Health
title_fullStr	Where We Fall Down: Tensions in Teaching Social Medicine and Global Health
title_full_unstemmed	Where We Fall Down: Tensions in Teaching Social Medicine and Global Health
title_sort	where we fall down: tensions in teaching social medicine and global health
publisher	Ubiquity Press
publishDate	2017
url	https://doaj.org/article/5a06bbb65ace42db8aff0a87857e1408
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Where We Fall Down: Tensions in Teaching Social Medicine and Global Health

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