Preparing Medical Graduates for an Interconnected World: Current Practices and Future Possibilities for Internationalizing the Medical Curriculum in Different Contexts

Autor/inn/en	Stütz, Alexander; Green, Wendy; McAllister, Lindy; Eley, Diann
Titel	Preparing Medical Graduates for an Interconnected World: Current Practices and Future Possibilities for Internationalizing the Medical Curriculum in Different Contexts
Quelle	In: Journal of Studies in International Education, 19 (2015) 1, S.28-45 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315314536991
Schlagwörter	International Education; Medical Education; Global Approach; Cultural Awareness; Cultural Context; Foreign Countries; Transformative Learning; Curriculum Development; Guidelines; Medical Schools; Foreign Students; Student Mobility; Medicine; Australia; Germany + Suchen Sie Ihr Suchwort? Internationale Erziehung; Medizinische Ausbildung; Globales Denken; Cultural identity; Kulturelle Identität; Ausland; Pädagogische Transformation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Richtlinien; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Medizin; Australien; Deutschland
Abstract	Preparing medical graduates who are competent to work in a global environment requires broad integration of international and intercultural perspectives throughout the medical curriculum. Employing Leask and Bridge's "conceptual framework of internationalisation of the curriculum," this article first highlights the emphasis placed on international mobility, global health, and cultural competency as ways to address internationalization of the curriculum within the discipline of medicine. Second, it highlights the influence of national and regional contexts on internationalizing the curriculum by comparing approaches from Germany and Australia. A review of the literature reveals that in spite of some contextual differences, medicine seems to struggle with a disciplinary understanding of an internationalized curriculum that is comprehensive and coherent. This article argues that what is needed instead is a transformative approach to learning and to curriculum development in medicine. Finally, implications for future research and practice are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01