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BMC Med Educ ; 16(1): 298, 2016 Nov 22.
Artículo en Inglés | MEDLINE | ID: mdl-27876043


BACKGROUND: With the adoption of the English language in medical education, a gap in clinical communication may develop in countries where the native language is different from the language of medical education. This study investigates the association between medical education in a foreign language and students' confidence in their history-taking skills in their native language. METHODS: This cross-sectional study consisted of a 17-question survey among medical students in clinical clerkships of Lebanese medical schools. The relationship between the language of medical education and confidence in conducting a medical history in Arabic (the native language) was evaluated (n = 457). RESULTS: The majority (88.5%) of students whose native language was Arabic were confident they could conduct a medical history in Arabic. Among participants enrolled in the first clinical year, high confidence in Arabic history-taking was independently associated with Arabic being the native language and with conducting medical history in Arabic either in the pre-clinical years or during extracurricular activities. Among students in their second clinical year, however, these factors were not associated with confidence levels. CONCLUSIONS: Despite having their medical education in a foreign language, the majority of students in Lebanese medical schools are confident in conducting a medical history in their native language.

Educación de Pregrado en Medicina , Anamnesis , Multilingüismo , Estudiantes de Medicina , Prácticas Clínicas , Comprensión , Estudios Transversales , Femenino , Humanos , Líbano , Masculino , Facultades de Medicina , Estudiantes de Medicina/psicología , Encuestas y Cuestionarios , Mundo Occidental
Anthropol Med ; 23(1): 14-29, 2016.
Artículo en Inglés | MEDLINE | ID: mdl-26982432


The critiques leveled towards medical humanitarianism by the social sciences have yet to be felt in medical education. The elevation of biological suffering, at the detriment of sociopolitical contextualization, has been shown to clearly impact both acute and long-term care of individuals and communities. With many medical students spending a portion of their educational time in global learning experiences, exposure to humanitarianism and its consequences becomes a unique component of biomedical education. How does the medical field reconcile global health education with the critiques of humanitarianism? This paper argues that the medical response to humanitarian reason should begin at the level of a social history. Using experiential data culled from fieldwork with Palestinian and Syrian refugees in Lebanon, the authors argue that an expanded social history, combined with knowledge derived from the social sciences, can have significant clinical implications. The ability to contextualize an individual's disease and life within a complex sociopolitical framework means that students must draw on disciplines as varied as anthropology, sociology, and political history to further their knowledge base. Moreover, situating these educational goals within the framework of physician advocacy can build a strong base in medical education from both a biomedical and activist perspective.

Altruismo , Salud Global , Refugiados , Antropología Médica , Árabes , Femenino , Salud Global/ética , Salud Global/etnología , Accesibilidad a los Servicios de Salud , Humanos , Líbano , Masculino , Embarazo , Siria , Desempleo