Only dialogue, which requires critical thinking, is also capable of generating critical thinking.
Without dialogue there is no communication, and without communication,
there can be no true education.
- Paulo Freire (1970)
Without dialogue there is no communication, and without communication,
there can be no true education.
- Paulo Freire (1970)
SocMed courses immerse students in the study of social medicine through personal connection and reflection, praxis, and partnership. In the 2020 Uganda and Rwanda course, thirty health careers students (medicine, nursing, public health, pharmacy, and dental, including people in internship and residency) will enroll, with half of the spaces filled by students from Uganda and other African countries, and the other half filled by health professions students from around the world. Previous years have included participants from Canada, Germany, Italy, Lebanon, the Netherlands, Sweden, the U.S., Rwanda, Uganda, and Zimbabwe to create a truly global classroom. St. Mary’s Hospital Lacor in Gulu, Uganda (www.lacorhospital.org) hosts the course in collaboration with Gulu University Faculty of Medicine (GUFM). This year’s course will also include an experience in Rwanda for 5 days at the end of the course in partnership with the organization Partners in Health. This upcoming course will run from January 3rd – 24th, 2020.
Beyond the Biologic Basis of Disease merges unique pedagogical approaches including community engagement; classroom-based presentations and discussions; group reflection; theater, film, and other art forms; and patient interaction through narrative medicine. These approaches create an innovative and interactive learning environment in which students participate as both learners and teachers to advance the entire class’ understanding of the interactions between the biology of disease and the myriad social, cultural, economic, political, and historical factors that influence illness presentation and social experience of disease.
The course curriculum places considerable importance on building partnerships and encouraging students to reflect upon their personal experiences with power, privilege, race, class, and gender as central to effective partnership building in global health. In the spirit of praxis (a model of education that combines critical reflection with action) these components of the course give students the opportunity to discern their role in global health and social medicine through facilitated, in-depth conversations with core faculty and student colleagues.
Student evaluation is based upon active participation, a reflective essay on a narrative medicine experience, an exam incorporating both the social and clinical components of the course, and group work. Group work consists of developing an advocacy-related project that incorporates the themes of the class and provides the opportunity for continued partnership and sustained momentum after completion of the course.
Note: This is a very intensive course requiring sustained attention and attendance for the full duration. Class runs from 8am until 5pm, with some evening movies in addition, and include weekend sessions as well.
Course Goals
1.To provide a structured global health immersion experience for health career students with dedicated supervision and teaching in social medicine
2.To study issues related to health in Uganda & Rwanda with an emphasis on local and global context
3.To foster critical analysis of global health interventions in resource-poor settings
4.To facilitate the development of a clinical approach to disease and illness using a biosocial model through structured supervision and teaching
5.To build an understanding and skill set associated with health advocacy and leading change.
6.To promote international solidarity and partnership in generating solutions to global health challenges facing societies throughout the world
Course Curriculum
The course structure brings together teaching in both social medicine and clinical medicine that links to the social aspects of patient and communities. The social medicine component is divided into the following parts:
For more information about the program and how to apply, please read the course prosp.
Beyond the Biologic Basis of Disease merges unique pedagogical approaches including community engagement; classroom-based presentations and discussions; group reflection; theater, film, and other art forms; and patient interaction through narrative medicine. These approaches create an innovative and interactive learning environment in which students participate as both learners and teachers to advance the entire class’ understanding of the interactions between the biology of disease and the myriad social, cultural, economic, political, and historical factors that influence illness presentation and social experience of disease.
The course curriculum places considerable importance on building partnerships and encouraging students to reflect upon their personal experiences with power, privilege, race, class, and gender as central to effective partnership building in global health. In the spirit of praxis (a model of education that combines critical reflection with action) these components of the course give students the opportunity to discern their role in global health and social medicine through facilitated, in-depth conversations with core faculty and student colleagues.
Student evaluation is based upon active participation, a reflective essay on a narrative medicine experience, an exam incorporating both the social and clinical components of the course, and group work. Group work consists of developing an advocacy-related project that incorporates the themes of the class and provides the opportunity for continued partnership and sustained momentum after completion of the course.
Note: This is a very intensive course requiring sustained attention and attendance for the full duration. Class runs from 8am until 5pm, with some evening movies in addition, and include weekend sessions as well.
Course Goals
1.To provide a structured global health immersion experience for health career students with dedicated supervision and teaching in social medicine
2.To study issues related to health in Uganda & Rwanda with an emphasis on local and global context
3.To foster critical analysis of global health interventions in resource-poor settings
4.To facilitate the development of a clinical approach to disease and illness using a biosocial model through structured supervision and teaching
5.To build an understanding and skill set associated with health advocacy and leading change.
6.To promote international solidarity and partnership in generating solutions to global health challenges facing societies throughout the world
Course Curriculum
The course structure brings together teaching in both social medicine and clinical medicine that links to the social aspects of patient and communities. The social medicine component is divided into the following parts:
- Part 1 – Social Determinants of Health: Accounting for Local and Global Context
- Part 2 – Health Interventions: Paradigms of Charity, Development, and Social Justice
- Part 3 – Core Issues in Social Medicine: Primary Health Care, Community Health Workers,
- Part 4 – Making Social Medicine Visible: Writing, Narrative Health, Deep Listening,
For more information about the program and how to apply, please read the course prosp.
