1 / 22

Challenges in Medical Peace Education

Challenges in Medical Peace Education. PtH-Challenge Conference May 8, 2005, 09:00-09:30 McMaster University klaus.melf@sih.uit.no. Challenges overview. Definitions and concepts Teaching frameworks Conflict fields / issues Objectives Methodology Implementation strategies

kessie-best
Download Presentation

Challenges in Medical Peace Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Challenges in Medical Peace Education PtH-Challenge ConferenceMay 8, 2005, 09:00-09:30 McMaster University klaus.melf@sih.uit.no

  2. Challenges overview • Definitions and concepts • Teaching frameworks • Conflict fields / issues • Objectives • Methodology • Implementation strategies • Access and networking

  3. 1. Definition and concepts • What is Medical Peace Education? • Teaching of peace-relevant skills, knowledge, values/attitudes to health professionals • as part of the basic education (compulsory curriculum) • as elective/specialization for students or professionals • as part of continuous medical education • Teaching of medical peace work • What is Medical Peace Work? • What is Peace Work? • What is Peace?

  4. What is Peace? • Absence of war • What about other forms of “war”/absence of peace? • Cold War: Mutual Assured Destruction • sanctions: 500.000 children <5 years died in Iraq • occupations • “war against women”: unorganised violence on a large scale level • health ↔ disease = peace ↔ violence

  5. Violence = “unnessessary violation of basic needs” (J. Galtung) (survival, well-being, identity and freedom) • direct (physical, verbal, psychological, threat) • structural (socio-economic, political) • cultural (in religion, ideology, language, art, science, cosmology) Health • not merely the absence of disease or infirmity • state of complete physical, mental and social well-being • “capacity of the spirit, the mind, the body and the society to handle pathogens of any kind with insight, creativity, and by healthy means” Peace • not merely the absence of violence • state of mutual beneficial relationships, fair structures, a culture of peace • capacity to handle conflicts with empathy, creativity and by non-violent means

  6. content attitude behavior Conflict • (lat.) “clash“ • incompatible goals in a goal-seeking system • challenges the status quo • possibility for improvement • neutral • everywhere and every time • from intern (dilemma) to global When the “immune system” fails => conflict can led to: • frustration (goal not reached) • aggressivity (attitude) • aggression (behavior) ‡ violence (incapacity of constructive conflict handling) ‡ war (extreme violent form of conflict handling)

  7. What is Peace Work? • All kind of non-violent activities which • reduce or abolish direct, structural or cultural violence • promote mutual beneficial relationships, fair structures, and a culture of peace • strengthen the peace capacity of individuals and society What is Medical Peace Work? • Using medical peace-qualities, -tools and –opportunities intentionally for improving health through violence prevention and peace promotion.

  8. 2. Teaching frameworks • IPPNW: “Medicine and Nuclear War” (1988) • Survey in 1985: 54% of 140 responding medical schools included nuclear weapons • UN-IPPNW-PSR: “Medicine and Peace” (1993) • Modules adjustable to local context • Incl. other types of weapons, war prevention and the physicians’ role • WHO: “Health as a Bridge to Peace” (1999) • Training of health personnel in ethics, human rights, Geneva Conventions, conflict handling

  9. 2. Teaching frameworks • MedAct: “Global Health Studies” (2002) • Includes poverty, development need, environmental degradation, and “The Health Implications of Conflict” • McMaster University: “Peace through Health” • World’s first undergraduate course (2004) • University of Tromsø: “Peace, Health and Medical Work” • World’s first graduate course (2005)

  10. Micro level Macro level Direct violence Structural violence Cultural violence Different types and levels of violence • Direct, structural and cultural violence • Collective, inter-personal and self-induced violence (WHO) • Mega / macro / meso / micro level The scope of Peace Medicine:

  11. Peace through Health Health as a Bridge to Peace Ecosystem Health Global health Violence Prevention Medicine andHuman Rights Health and Human Rights Medical ethics Scope of different frameworks

  12. 3. Conflict fields / issues • Which issues should be prioritized? • according to mortality and morbidity: • IPPNW: nuclear weapons, WMD, small arms, land mines • World Report on Violence and Health: suicide • WHO: Poverty and social inequality • everyday experiences: • medical ethics, interpersonal communication • stress and conflict handling • inner peace work • ask medical peace practitioners in Norway?

  13. Prioritized conflict issues for Medical Peace Education

  14. 4. Objectives • Which peace-relevant skills, knowledge, values/attitudes should be taught? • according to peace effectiveness • Ask what medical peace practitioners in Norway regard as the most important peace-qualities?

  15. 5. Teaching methodology Lesions to learn from “medical ethics” or “violence prevention” education research: • Case-oriented • Experiential learning • Multi-disciplinary faculty and curriculum • Goal-driven curricula, stage-specific, tailored to local context, varied and innovative approaches

  16. 6. Implementation strategies Lesions to learn from “medical ethics” or “violence prevention” education research: • Demonstration projects (pilot testing and refining, teaching material) • Integrated approach, horizontal and vertical • Electives for interested students (“change agents”) • Support from dean and influential faculty • Support from professional and accrediting organization • Integration into medical licensing examination • Peer-reviewed journal • Centres of excellence • Teaching the teacher (critical mass, modelling)

  17. 7. Access and networking What would be the best way to make medical peace education available and to link the experiences? • Conferences • Articles • Internet • Teaching material European “Medical Peace Work” project? • 60h - distant learning course (7 modules) • Online handbook • Teaching ressources (curricula, existing courses, presentations, film material, reference lists, ressource people & organizations)

  18. Challenges overview • Definitions and concepts • Teaching frameworks • Conflict fields / issues • Objectives • Methodology • Implementation strategies • Access and networking

  19. I would like to thank • Joanna Santa Barbara,Rob Stevens and other conference organizers

More Related