Managing Ethical Challenges During Global Health Placements

Our ethically-responsible programs are built to meet a balance between the essential educational rigour of international health experiences, value for money and creating an all-round, exciting travel experience. Our programs are designed around both participants and institutions with a focus on ensuring that placements meet the highest ethical standards.

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Our placements:

  • Meet a high standard of clinical supervision
  • Are primarily centred on clinical and community health experiences. In this regard, both the hospitals and students endorse a Placement Memorandum committing them to adequate supervision and full attendance respectively, without fail at all times and providing us with the tools to monitor equal participation in the program.
  • Adequate pre-departure orientation and mitigations through one-on-one pre-elective guidance from the supervisory team at the elective hospital

Additionally, all our placements are offered at hospitals where nothing less than guaranteed minimum supervision is available for medical, nursing and premedical students. We also ensure that students on our programs have gone through complete matriculation enforced by regulatory authorities in the country. Our programs are targeted at the development of key competencies in medical knowledge, patient management, practical, professional clinical skills and peer interactions in line with the Accreditation Council for Graduate Medical Education (USA) and Good Medical Practice guidelines of the GMC (UK)

Key Competencies Our Placements Offer

At the end of the international health program, and depending on the level of individual participants’ medical education, students and medical practitioners-in-training should be able to demonstrate improved competency in the following areas:

  1. Taking patient histories by accurately gathering all essential information about patients in their care; recording and presenting patient history in near-concise medical record format.
  2. Developing individual patient management plans and carrying out physical examination for both outpatient care and admissions cases.
  3. Basic clinical support and the application of principles of primary, secondary and tertiary preventative and curative strategies in healthcare
  4. Understanding of the role of traditional medical therapies and community health approaches in primary healthcare as a participatory strategy in resource-poor settings
  5. Demonstrating a keener awareness of the interactions between health and lifestyles, culture, environments. In particular, students will be able to deepen their understanding of the correlations between diseases commonly witnessed in public health environments in resource-poor, impoverished communities in tropical environments on the one hand and factors such as nutrition, water and sanitation.
  6. Communicating effectively whilst demonstrating care and respect towards patients and their families.
  7. Exhibiting common ambulatory procedural skills, incorporating knowledge of indications and potential complications of the procedure
  8. Making informed decisions about diagnostic and therapeutic interventions based on patient information and preferences and clinical judgment
  9. Developing and participating in community health strategies aimed at improving primary healthcare.
  10. Develop a keener awareness of the correlation between occupational factors in health promotion and disease prevention
  11. Collaborating with health care professionals in a multi-disciplinary, patient-centric setting and developing effective team dynamics and coordination skills.
  12. Clinical investigation and analytical thinking in providing solutions to challenging clinical situations
  13. Diagnosis and treatment of common clinical cases found in a tropical environment, and, at a basic level, develop, prioritize and justify differential diagnoses in patients seen
  14. Develop critical thinking through observation and first-hand information in the catchment from which their patients are drawn and extrapolate this thinking into analysis of health trends in the population
  15. Develop leadership, communication and interpersonal skills in a multi-cultural setting through peer interactions and contact with hospital staff and patients.
  16. Develop effective communication skills that facilitate information exchange with patients, their families and professional associates. This will also result in development of effective listening skills, nonverbal communication and explanatory skills, questioning and writing skills.

36 Of The Top Global Health Placements We Recommend in East Africa

This guide comprehensively lists 36 of our top recommended placements in East Africa in 8 destinations spread out across the region with a quick reference guide to each of the specific placements we recommend.

It was published to promote a robust, student-oriented approach at medical elective and global health placements that encourages open and independent organization, enabling interested participants to independently manage their placements and customize individual program experiences. 

This 46-page publication is free to download.

36 Of The Top Global Health Placements We Recommend in East Africa

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What Others Have Said About Us

Your compliments mean the world to us!

I took my elective in two separate locations; one in Nairobi,  Kenya, the other in Ndejje, Uganda via Student Exchange Africa and Community and Family Health Initiative, an NGO in Uganda, taking a  two-week travel intermission between the two sites. The travel experience surpassed my expectations. My Travel Coordinator was just exceptional at organizing everything for me!

Andrea Oelscheleg

Medical Student, Health School Hildegard, AUSTRIA

Both Lizzie and I couldn’t have asked for more. David and Victor were really helpful right from our arrival through to organizing and coordinating our work and travel arrangements; helping settle us into our daily routine, internet and phone service, banking and so much more. They even assisted us to run errands. It was really great to have someone there to ease into a new environment and help us find our feet.

Lizzie Connor and Georgiana Stanton

Medical Student, University of Notre Dame | AUSTRALIA

This was a great experience for us and we had the most amazing time in Kenya! We had a lot of doubts coming to Kenya but the trip was so well coordinated that we always felt so comfortable. We were very keen to travel widely besides the opportunity to work in the hospital and volunteer in the community and we got to do all this and much more! I am most grateful to John and David who were our TA’s – you guys rock!

Stephan Becker, Marco Augart, Robert Stade

University of Heidelberg, GERMANY

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