Guidelines & Guidance
Going to a new community, new institution, and new country to do work that is likely also new to us can be a daunting task. Add to this the complex issues of resource inequality, historical power dynamics, language, culture, and a host of other issues, and it is no wonder global health research is such a challenge. Many people have thought carefully about these challenges and how best to help students do this work.
Guiding questions
Oriented toward students planning to do global health work, this paper by Andrew Pinto and Ross Upshur discusses many of the practical ethical issues that arise in global health work. The authors propose that students consider the following questions in preparing for their project:
Guidelines for student global health experiences
The WEIGHT Guidelines were developed for institutions, sponsors and students to promote best practices in global health experiences for students with an emphasis on helping students and institutions to avoid the problematic ethical questions that so often arise. Guidelines for students include:
For students participating in research specifically, they recommend:
They further recommend: "When seeking global health training outside of a well- structured program, potential trainees should follow the guidelines for institutions (above) so as to maximize the benefits and minimize potential harms of such training experiences." (Crump et al, 2010)
Ethical Standards for Community-Engaged International Education
Fair Trade Learning has drafted a set of recommendations for students and communities that focuses on equitable and mutually beneficial partnerships when students engage in educational and service activities in low resource settings. These "aspirations" are easily applied to global health research.
Guiding questions
Oriented toward students planning to do global health work, this paper by Andrew Pinto and Ross Upshur discusses many of the practical ethical issues that arise in global health work. The authors propose that students consider the following questions in preparing for their project:
- Why do you hope to do this work?
- What are your objectives, both personal and structural, short and long-term?
- What are the benefits and who will receive them, and what are the costs, and who will bear them?
- In the context of very limited resources for global health needs, is your elective justified? What exists close-by?
- What do you need to do to prepare for your elective, both practical and personal?
- Where are the weaknesses in your plan, specifically?
- Is the work feasible, cost-effective, necessary, focused, and justified?
- Will it work to undermine disparity, or actually contribute to it? Will there be a net benefit to the community?
- What do you hope to bring back to your community, and whom will you share it with?
- Is your work sustainable, and if not, will this leave a negative impact?
Guidelines for student global health experiences
The WEIGHT Guidelines were developed for institutions, sponsors and students to promote best practices in global health experiences for students with an emphasis on helping students and institutions to avoid the problematic ethical questions that so often arise. Guidelines for students include:
- Communicate with host mentor about objectives, educational goals, and expectations
- Develop appropriate language skills
- Take part in activities only within your level of training
- Cultivate cultural competency
For students participating in research specifically, they recommend:
- Developing the research plan early and in consultation with mentors
- Focusing on research themes of interest and relevance to the host
- Understanding and following all research procedures of the host and sending institution
- Obtaining ethics committee approval for the research before initiation of research
- Receiving appropriate training in research ethics
They further recommend: "When seeking global health training outside of a well- structured program, potential trainees should follow the guidelines for institutions (above) so as to maximize the benefits and minimize potential harms of such training experiences." (Crump et al, 2010)
Ethical Standards for Community-Engaged International Education
Fair Trade Learning has drafted a set of recommendations for students and communities that focuses on equitable and mutually beneficial partnerships when students engage in educational and service activities in low resource settings. These "aspirations" are easily applied to global health research.