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Publication Date

6-28-2024

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Presentation: 5:21

Poster attached as supplemental file below

Abstract

The field of global health is deeply rooted in colonialism, as seen by inequities in funding and journal access for low- and middle-income countries (LMIC). Inequities such as these are remnants of colonialism, and without educating the current and upcoming global health workforce, there is potential to perpetuate these inequities. The goal of this review is to analyze suggestions for how to teach decolonization of global in schools and healthcare centers globally. An advanced search of three databases was conducted, and the collected articles went through two rounds of screening. The final sample of eight articles were read and information on authorship, publication date, audience, and categories based on themes was extracted. Common topics were noted, and frequency and percent of each topic was calculated. One article of the eight had a first or last author position held by someone living or working in a LMIC, and half were published in 2023. Half of the articles were written for trainees or students, and half were for faculty or professionals. In addition, most (n = 6) articles were written for an audience living or working in a high-income country (HIC). The eight articles were grouped into four categories: curricula, milestones, guiding questions, and experiences. Across the four categories, topics of cultural humility/competency and power dynamics were most popular. Remnants of colonialism remain in the field of global health today that can be addressed through education. This work provides an update to a previous review consolidating suggestions for approaching decolonization of global health from an educational perspective. This review can be used by current or future faculty or professionals as a tool create their own curriculum to help build a more equitable and collaborative field of work through educating global health’s future leaders.

Lay Summary

Global health and colonialism are very connected. Today, there is unfairness in who receives money for projects and who can read new research papers. This unfairness is here because of connection between global health and colonialism. If we do not teach future and current workers in the field, the unfairness may continue. Three websites were searched to find articles about this topic. From the first group of articles, articles that did not relate to the topic were taken out. Once all the papers were looked at, who wrote the paper, when it was published, who the paper was written for, as well as topics were noted. One article had a last author spot filled by someone from a low-income country. Half of the papers were for students, and half were for faculty. Also, most papers (n = 6) were for people in high-income countries. Based on themes that were found in each paper, four groups were made: curricula, milestones, guiding questions and experiences. Unfairness in the field of global health still exist. One way this unfairness can be fixed is through teaching people about colonialism. This paper is an update to an older paper that looked at the same topic. Along with the other paper, we now have a better idea of different ways we can teach about colonialism and how to make global health fairer.

Additional Files
202406_Plunkett_Quinn_poster.pptx (317 kB)

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English

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