Abstract Manager

Oral

OE3-1-3

Accept

I declare I have no actual or potential conflict of interest in relation to this program.

This presentation describes an innovative approach to teaching health advocacy and community engagement to medical students, using liberatory and anti-oppressive adult education pedagogies - engendering praxis through cycles of (1) acquiring theoretical knowledge, (2) applying this knowledge in practical settings, and (3) processes of deep self and collective reflection.

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Oral

Education Innovation

Other

The presenter is a co-instructor of the course discussed in this abstract and also currently a medical student.

yes

Transformative Approaches to Global Health Education for Medical Students During COVID-19

At the University of Saskatchewan, a Global Health Certificate program was created to teach health advocacy and community engagement to medical students. Catalyzed by both the recommendations of a recent program review and the novel COVID-19 environment, a 6-week online practicum course was successfully developed and delivered to 17 medical students.

Practicum sites included Indigenous communities and advocacy organizations. A syllabus was developed that was informed pedagogically by anti-oppressive and transformative education principles to engender praxis through cycles of critical self-reflection, experiential learning, and in-depth exploration of processes of power and oppression. Online course components included (1) a 20 hours per week community placement, (2) weekly instructor-led guided reflection sessions and (3) assignments designed to promote a reciprocal advocacy process.

The participatory reflection sessions enabled students to critically contextualize their practicum experiences into theoretical frameworks of advocacy and health equity. Students commented on gaining new perspectives, being challenged by stimulating discussions, and developing their positionality within and sense of responsibility to the world. Instructors and students reflected on the central importance, rewards, and challenges of applying principles of humility and solidarity in building relationships with communities to engender mutuality, accountability, trust, and agency, a process that is further challenged by the online setting. Finally, COVID-19 was approached as a global health learning opportunity rather than an impediment. Students appreciated the topical nature of readings, videos and discussions exploring the profound impact of COVID-19 on pre-existing global health issues.

Global Health

Advocacy

Liberatory Education

General

Teaching and learning

Yes

Yes

Yes

Yes

Yes