Browsing by Subject "Mutual benefit"

Now showing 1 - 3 of 3
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    Proactive Advising: An Ethics in Action Case Example
    (2020-01-13) IUPUI Working Group on Ethical Community Engagement in Global Learning
    A student is meeting with their advisor to talk about their goal of attending medical school. In discussing how they might prepare for medical school, the student shares that they are planning to pursue a medical mission trip abroad because they “have always loved traveling” and it would be a great way to help “really poor people” at the same time. The advisor is concerned by the limited lens by which the student is viewing the community he would be serving, and feels obligated to begin a conversation about their concerns. On the other hand, the student is only in their first year of college, so there is plenty of time for things to change before the student actually would need to apply. Should the advisor start a very difficult conversation, or just assume that the student will gain perspective as he moves throughout his college career?
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    Reciprocal innovation: A new approach to equitable and mutually beneficial global health partnerships
    (Taylor & Francis, 2023) Sors, Thomas G.; O’Brien, Rishika Chauhan; Scanlon, Michael L.; Bermel, Li Yuan; Chikowe, Ibrahim; Gardner, Adrian; Kiplagat, Jepchirchir; Lieberman, Marya; Moe, Sharon M.; Morales-Soto, Nydia; Nyandiko, Winstone M.; Plater, David; Rono, Betsy Cheriro; Tierney, William M.; Vreeman, Rachel C.; Wiehe, Sarah E.; Wools-Kaloustian, Kara; Litzelman, Debra K.; Medicine, School of Medicine
    Global health researchers often discount mutual learning and benefit to address shared health challenges across high and low- and middle-income settings. Drawing from a 30-year partnership called AMPATH that started between Indiana University in the US and Moi University in Kenya, we describe an innovative approach and program for mutual learning and benefit coined ‘reciprocal innovation.’ Reciprocal innovation harnesses a bidirectional, co-constituted, and iterative exchange of ideas, resources, and innovations to address shared health challenges across diverse global settings. The success of AMPATH in Kenya, particularly in HIV/AIDS and community health, resulted in several innovations being ‘brought back’ to the US. To promote the bidirectional flow of learning and innovations, the Indiana CTSI reciprocal innovation program hosts annual meetings of multinational researchers and practitioners to identify shared health challenges, support pilot grants for projects with reciprocal exchange and benefit, and produce educational materials to train investigators. The transformative power of global health to address systemic health inequities embraces equitable and reciprocal partnerships with mutual benefit across countries and communities of academics, practitioners, and policymakers. Leveraging a long-standing partnership, the Indiana CTSI has built a reciprocal innovation program with promise to redefine global health for shared wellbeing at a global scale.
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    Sense-Making with Students: An Ethics in Action Case Example
    (2020-01-13) IUPUI Working Group on Ethical Community Engagement in Global Learning
    A student has recently returned from a service trip abroad, and meets with her academic advisor to plan classes for the following semester. The advisor is anxious to hear about the student’s experience, but as the student begins to share stories, she reveals some information that raises red flags for the advisor. She begins sharing the pictures she took with members of the host community that she has posted on her Facebook page, and there is little evidence that the host community participated in planning the event in any way. The advisor also suspects that the student has been allowed to complete duties outside her scope of knowledge, and with little supervision. As the advisor pushes on these points of concern, the student becomes frustrated and defensive. She believes the trip did wonders for the community it served, and she is shocked that the advisor might suggest otherwise. The student is planning to apply for professional medical programs and she is certain that this experience will give her a “leg up” in the admission process. The advisor isn’t so sure, and wants to help the student reflect more critically on the experience without shutting down her enthusiasm for serving vulnerable populations.