Author year | Problem | Solutions |
Adams et al 201633 | Inequitable partnerships in global health education and practice which can replicate past colonial relationships. | Guidelines for ethical engagement with partners. |
Beavis et al 201539 | Without proper training, global health practitioners, researchers, students and learning institutions can be agents of colonialism. | Provide training in postcolonialism; engage in postcolonial practices. |
Citrin et al 201738 | Inequitable partnerships in global health education and practice which can replicate past colonial relationships. | Create more equitable partnerships with LMIC partners by promoting two-way dialogue and confronting power dynamics. |
Cole et al 201140 | None directly related to decolonising global health. Educational problem: lack of clearly articulated competencies in global health. | None directly related to decolonising global health. Educational solution: develop clearly defined global health competencies. |
Crump et al 201034 | Inequitable and unethical partnerships in global health education and practice which can replicate past colonial relationships. | Guidelines for ethical engagement with partners. |
Eichbaum 201741 | Without proper training, global health practitioners, researchers, students and learning institutions can be agents of colonialism. | Use global health-specific competencies for learner assessment which have been developed in partnership with LMIC partners; provide training in cultural context (eg, collectivism). |
Eichbaum et al 202135 | Inequitable partnerships in global health education and practice which can replicate past colonial relationships. | Create more equitable partnerships with LMIC partners through critical reflection and concomitant action. |
Evert 201551 | Inequitable partnerships in global health education and practice which can replicate past colonial relationships. | Create more equitable partnerships with LMIC partners through asset-based educational programmes. |
Ferrel et al 202052 | None related to global health. Educational problem: poor understanding among residents of the barriers that patients who live in the Bronx face. | Global health training in social medicine which includes critical race theory, structural competency and intersectionality. |
Finnegan et al 201742 | Imposition of colonial hierarchies in global partnerships, student demographics and poor understanding of social factors in LMICs which create health disparities (social medicine). | Training in social medicine focused on praxis, critical self-awareness and equitable partnerships. |
Garba et al 202143 | Global health training strategies reinforce colonial power differentials and disproportionately benefit HIC institutions. | Appropriate training for learners, equitable partnerships and institutional changes. |
Harvey et al 202036 | Poor understanding of harmful social structures, some of which arose from colonialism, perpetuates social and health inequities. | Training in structural inequities/structural competency; system-levels interventions. |
Holden and Satcher 201650 | Global health inequity. | Training to promote health equity and guidelines for global health initiatives. |
Hutchins et al 201453 | International immersion programmes do not develop cultural competencies in and of themselves (ie, inadequate training provided in global service-learning programmes). | Culturally immersive learning experiences which incorporate principles of ‘cultural competency 2.0’. |
Jacobsen et al 202160 | None directly related to decolonising global health. Educational problem: lack of clearly articulated global health ‘field of graduate study and practice’. | None directly related to decolonising global health. Educational solution: examine global health concentrations. |
Lattanzi and Pechak 201144 | Inequitable partnerships in global health education and practice can be harmful to LMIC partners and communities. | Ethical engagement with LMIC partners. |
Lokugamage et al 202045 | Colonised ideas of healing result in poor patient care and health inequities. | Proper training of HCPs to meet the needs of diverse populations. |
McKinnon et al 201649 | Inadequate training provided in global service-learning programmes. | Creation of a framework for global service-learning programmes which promotes community-driven learning experiences and critically reflective practice. |
Myers and Fredrick 201754 | The structure of global health learning experiences perpetuates global power hierarchies and may not provide adequate training to students. | Ethical engagement with LMIC partners (longitudinal involvement, student investment/commitment). |
Neff et al 202055 | HCPs are not adequately trained to respond to the effects of social, political and economic structures. | Training HCPs to respond to the effects of social, political, economic structures (eg, colonialism) to provide better patient care. |
Rabin et al 202137 | Inequitable partnerships in global health education which can replicate past colonial relationships. | Equitable institutional partnerships and representative leadership. |
Racine and Perron 201246 | HCPs not adequately trained to address the effects of colonialism in ‘cross-cultural placements’. | Training HCPs to respond to the effects of colonialism to provide better patient care, through cultural safety and ‘decolonising the mind’. |
Sbaiti et al 202159 | The structure of global health education perpetuates global power hierarchies and may not provide adequate training to students. | Codesign curricula with individuals with ‘lived experience’. |
Shah et al 201947 | Inequitable and unethical partnerships in global health education and practice which can replicate past colonial relationships. | Equitable and ethical engagement with LMIC partners. |
Ventres and Wilson 202048 | Inequitable and unethical partnerships in global health education and practice which can replicate past colonial relationships and negatively impact learning and professional development. | Proper training will lead to better provision of care and more equitable partnerships. |
Willott et al 201956 | Inequitable and unethical partnerships in global health education and practice which focus more on the learner than the impact on the community can replicate past colonial relationships. | More equitable engagement with partners; more structured electives. |
Wu et al 202158 | Structure of global health learning experiences perpetuates global power hierarchies and is inherently inequitable. | ‘Consider alternative ways to teach international skills’ such as virtual engagement. |
Zaidi et al 201757 | Lack of cross-cultural dialogue in culturally diverse classrooms leads to cultural hegemony. | Training facilitators to promote cross-cultural dialogue will be a counter to cultural hegemony. |
HCP, healthcare providers; LMIC, low-income and middle-income countries.