RESUMEN
Background: Global emergency medicine (GEM) is situated at the intersection of global health and emergency medicine (EM), which is built upon a history of colonial systems and institutions that continue to reinforce inequities between high-income countries (HICs) and low- and middle-income countries (LMICs) today. These power imbalances yield disparities in GEM practice, research, and education. Approach: The Global Emergency Medicine Academy (GEMA) of the Society for Academic Emergency Medicine formed the Decolonizing GEM Working Group in 2020, which now includes over 100 worldwide members. The mission is to address colonial legacies in GEM and catalyze sustainable changes and recommendations toward decolonization at individual and institutional levels. To develop recommendations to decolonize GEM, the group conducted a nonsystematic review of existing literature on decolonizing global health, followed by in-depth discussions between academics from LMICs and HICs to explore implications and challenges specific to GEM. We then synthesized actionable solutions to provide recommendations on decolonizing GEM. Results: Despite the rapidly expanding body of literature on decolonizing global health, there is little guidance specific to the relatively new field of GEM. By applying decolonizing principles to GEM, we suggest key priorities for improving equity in academic GEM: (1) reframing partnerships to place LMIC academics in positions of expertise and power, (2) redirecting research funding toward LMIC-driven projects and investigators, (3) creating more equitable practices in establishing authorship, and (4) upholding principles of decolonization in the education of EM trainees from LMICs and HICs. Conclusions: Understanding the colonial roots of GEM will allow us to look more critically at current health disparities and identify inequitable institutionalized practices within our profession that continue to uphold these misguided concepts. A decolonized future of GEM depends on our recognition and rectification of colonial-era practices that shape structural determinants of health care delivery and scientific advancement.
RESUMEN
INTRODUCTION: Despite the high burden of deaths from emergency conditions in Nigeria, there are no formal emergency medicine (EM) residency programs in the country. Due to the absence of training programs in the country, we hypothesised that there may be a lack of awareness of these benefits of specialised emergency care among medical students and also a lack of interest in it. In this study, we assessed the knowledge and attitude of Nigerian medical students towards EM specialty and their willingness to undergo EM training. METHODS: Online surveys were shared among medical students in six selected medical schools, one in each of the six geo-political zones in Nigeria. The surveys were designed to assess the knowledge of, attitude towards, and interest in EM residency programs. A total of 439 responses were received and analysed using Epi Info 7 analytical software. RESULTS: Among the 439 respondents, the average knowledge score was 27.5%. Thirty-three percent (CI 28%-37%) of all the respondents had good knowledge about the availability of and opportunities in EM. Good knowledge was determined by a score of >50% on the knowledge portion of the survey, 97%% (CI 96%-99%) of the respondents felt that EM training program should be established in Nigeria and 20.5% % (CI 17%-25%) of the respondents were interested in pursuing EM as a specialty of choice. CONCLUSION: Our research showed that there is a low level of knowledge about EM residency training programs among Nigerian medical students. This is likely secondary to the current absence of these programs in Nigeria. Almost all of the respondents felt that an EM training program should be established and a substantial number of medical students indicated an interest in pursuing the specialty.