期刊
JOURNAL OF GENERAL INTERNAL MEDICINE
卷 37, 期 1, 页码 217-221出版社
SPRINGER
DOI: 10.1007/s11606-021-07120-w
关键词
global health education; global health; medical education; COVID-19
The COVID-19 pandemic has raised concerns regarding resource management, racism, distributive justice, cross-disciplinary collaboration, and healthcare worker well-being. Experience gained through global health activities has greatly enhanced the effectiveness of North American institutions in responding to the pandemic.
The COVID-19 pandemic plunged hospital systems into resource-deprived conditions unprecedented since the 1918 flu pandemic. It brought forward concerns around ethical management of scarcity, racism and distributive justice, cross-disciplinary collaboration, provider wellness, and other difficult themes. We, a group of medical educators and global health educators and clinicians, use the education literature to argue that experience gained through global health activities has greatly contributed to the effectiveness of the COVID-19 pandemic response in North American institutions. Support for global health educational activities is a valuable component of medical training, as they build skills and perspectives that are critical to responding to a pandemic or other health system cataclysm. We frame our argument as consideration of three questions that required rapid, effective responses in our home institutions during the pandemic: How can our health system function with new limitations on essential resources? How do we work at high intensity and volume, on a new disease, within new and evolving systems, while still providing high-quality, patient-centered care? And, how do we help personnel manage an unprecedented level of morbidity and mortality, disproportionately affecting the poor and marginalized, including moral difficulties of perceived care rationing?
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据