Medical education in difficult circumstances: A global responsibility to contribute

Abstract

Medical and health professions’ education is becoming increasingly standardized across the world in terms of core standards and competencies. Yet, the context in which education and training occurs is far from even. Many educators face challenges in providing health professions’ education, ranging from individual challenges and organizational struggles, to working in countries experiencing major conflict or environmental disaster. This commentary sets the scene for an international discussion on might constitute “difficult circumstances” and invites educators from around the world to contribute to the discussion by sharing their stories and suggesting strategies and solutions in a themed issue of MedEdPublish, AMEE’s (the Association for Medical Education in Europe) innovative online journal.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes on contributors

Prof Michelle McLean, PhD, M.Ed, is the Academic Lead for Problem-based Learning at Bond University, Gold Coast, Australia. She has worked for extended periods in medical schools on three continents. Apart from her work on scaffolding learning in PBL for undergraduate medical education, she is also keenly interested in preparing today’s medical students for the challenges they will face as tomorrow’s health care professionals.

Prof Judy McKimm, MBA, MA(Ed), BA(Hons), PGDip (HSW), SFHEA, FAcadMed, is a Professor of Medical Education and Director of Strategic Educational Development, Swansea University School of Medicine, UK. She has worked in a large number of countries on various educational and health reform projects, including EU accession countries, those of the former Soviet Union and Yugoslav Republic, and the Pacific and Caribbean islands, countries and territories. She has a particular interest in the role of education and leadership development in supporting those working in difficult circumstances.

Prof Trevor Gibbs, MD, DA, SFHEA, MMedSc. FAMEE. FAcadMed, works as the Development Officer for the Association for Medical Education in Europe (AMEE). Having travelled and worked in various health professional schools throughout the world, he has gained experience of teaching in many different cultures and often difficult circumstances. He is interested in the social accountability of medical schools and creating equal opportunities in health care education.