Global health education in high-income countries: confronting coloniality and power asymmetry
Hoda E. Sayegh, Christina A. Harden, Hijab Khan, Madhukar Pai, Quentin Eichbaum, Charles Ibingira, Gelila Goba
Abstract
Contemporary global health education is overwhelmingly skewed towards high-income countries (HICs). HIC-based global health curricula largely ignore colonial origins of global health to the detriment of all stakeholders, including trainees and affected community members of low- and middle-income countries. Using the Consortium of Universities for Global Health’s Global Health Education Competencies Tool-Kit , we analyse the current structure and content of global health curricula in HICs. We identify two major areas in global health education that demand attention: (1) the use of a competency-based education framework and (2) the shortcomings of curricular content. We propose actionable changes that challenge current power asymmetries in global health education.