INTERNATIONAL MEDICAL STUDENT EXCHANGE TO FRANCE AND BRAZIL: AN EXPERIENCE REPORT.

Nicole Abdullah; Ariela Borgmann; Alex-Edward Debelka

Todos os Trabalhos

Trabalho

Título do Trabalho

INTERNATIONAL MEDICAL STUDENT EXCHANGE TO FRANCE AND BRAZIL: AN EXPERIENCE REPORT.

Autores

Nicole Abdullah
Ariela Borgmann
Alex-Edward Debelka

Modalidade

Artigos Originais e Revisões (Sistemática, Integrativa e Narrativa)

Área temática

HORA CIENTÍFICA

Data de Publicação

23/12/2021

País da Publicação

Brasil

Idioma da Publicação

Português

Página do Trabalho

https://www.even3.com.br/anais/caemed2021/440348-international-medical-student-exchange-to-france-and-brazil--an-experience-report

ISBN

978-65-5941-500-7

Palavras-Chave

medical education, exchange student, medicine

Resumo

INTRODUCTION: International exchange programs can improve medical education by offering new perspectives on different medical approaches, mindsets, and cultures. These improvements are made by the interaction of the medical student with a different environment, therefore exposing them to new challenges where the skill of adaptation is needed. OBJECTIVE: This report aims to relate the experience of a medical student who did two exchanges programs, one of five months and another of four weeks in different parts of the world. EXPERIENCE REPORT: The student participated in different international medical student exchange programs through Erasmus+ (“European Community Action Scheme for the Mobility of University Students Plus”) and IFMSA (International Federation of Medical Students Associations). The Erasmus+ program provided a possibility to be a medical student in Paris, France, and IFMSA offered an internship in Curitiba, Brazil. During these months the student encountered many advantages and disadvantages, resulting mostly in a beneficial experience for the future. The benefits were gained through interaction with different situations, mindsets, and cultures. Meanwhile, the disadvantages were presented when the student encountered the differences between the hosting and the sending institutions. DISCUSSION: It is known that the methods through the exchange improves medical education are: interaction with other medical students from different backgrounds, involvement in other medical systems, cooperation with doctors and patients with different mindsets, recognition of the importance of medical disciplines learned in the faculty, learn to overcome the language barriers, understand the country's healthcare issues, the possibility of not only receiving medical knowledge but also valuable mentoring. The involvement of the student in another medical system and the cooperation with doctors and patients with different mindsets can bring not only the benefit of seeing different ways of curing and confronting issues but also learning how to adapt to a new environment. For a physician is very important to learn how to overcome different conditions and situations by using critical thinking. Being already exposed as a student to these changes, makes it possible to learn it at an early stage to deal with complicated scenarios. Furthermore, learning how to overcome language barriers is also beneficial since is a way of learning how to adapt to new environments. Every country has its healthcare-related problems, from patient care and medical staff’s mental health to economics and administration. By observing and emphasizing the issues the student can learn from the mistakes or holdbacks of the system, and also can learn about the strong points, so later on their carrier, they can help in improving the health care system in the country of residence or other countries where help is needed. CONCLUSION: In conclusion, academic mobility allows students to witness different scenarios that will challenge and encourage them to think differently than usual. This is perceived as a great professional, cultural and personal gain. Therefore, it is recommended that teaching institutions encourage international exchanges in order to offer more opportunities for medical students. REFERENCES: Gomes, Marcela Símaro, Chirelli, Mara Quaglio and Takeda, ElisabeteElective Educational Unit: International Exchange Experience in Undergraduate Medical Training. Revista Brasileira de Educação Médica [online]. 2019, v. 43, n. 3 [Accessed 1 November 2021] , pp. 196-203. Available from: <https://doi.org/10.1590/1981-52712015v43n3RB20180225>. Epub 23 May 2019. ISSN 1981-5271. Lorna M Hayward & Li Li, Sustaining and improving an international service-learning partnership: Evaluation of an evidence-based service delivery model, Physiotherapy Theory and Practice, 2017 Turissini M, Mercer T, Baenziger J, Atwoli L, Einterz R, Gardner A, et al.. Developing Ethical and Sustainable Global Health Educational Exchanges for Clinical Trainees: Implementation and Lessons Learned from the 30-Year Academic Model Providing Access to Healthcare (AMPATH) Partnership. Annals of Global Health, 2020 Cipriani J. Integration of International Service Learning in Developing Countries within Occupational Therapy Education: Process and Implications. Occup Ther Health Care. 2017 Pechak CM, Black JD. Exploring international clinical education in US-based programs: identifying common practices and modifying an existing conceptual model of international service-learning. Physiother Theory Pract. 2014

Título do Evento: I CAEMED - Congresso de Atualidades em Educação Médica
Título dos Anais do Evento: Congresso de Atualidades em Educação Médica: Anais
Nome da Editora: Even3
Meio de Divulgação: Meio Digital

Como citar

ABDULLAH, Nicole; BORGMANN, Ariela; DEBELKA, Alex-Edward. INTERNATIONAL MEDICAL STUDENT EXCHANGE TO FRANCE AND BRAZIL: AN EXPERIENCE REPORT... In: Congresso de Atualidades em Educação Médica: Anais. Anais...Curitiba(PR) CAEMED, 2021. Disponível em: https//www.even3.com.br/anais/caemed2021/440348-INTERNATIONAL-MEDICAL-STUDENT-EXCHANGE-TO-FRANCE-AND-BRAZIL--AN-EXPERIENCE-REPORT. Acesso em: 28/05/2025