Assessment, Learning & Teaching Reflections |
Wednesday 11 January
What identifies best practice in global health education? To explore this in relation to Undergraduate health and medical curricula, I attended a meeting in December 2005 at Leicester University . A number of issues were raised and it is reassuring to reflect that at Leeds Metropolitan University our approach compares very favourably with that exemplified by other organisations represented on the day. All participants, some of whom had much practice-based overseas experience, were committed to global perspectives. Most, however, appeared to be struggling to convince their respective organisations, institutions and/or Professional Bodies of the importance of global dimensions in the curriculum.
At this University, the relevance of global dimensions for assessment, teaching and learning (ALT) is not just recognised but actively promoted. The Corporate Plan and ALT Strategy both make clear reference to the internationalisation of our work and the incorporation of global perspectives in the curriculum. We have a Global Perspectives Network and HE Academy Steering Group supporting these developments. International partnerships and placement opportunities are embraced and both global and cultural diversity are valued. In our recently validated BSc (Hons) Public Health Nutrition course, we have successfully incorporated global dimensions across modules ranging from Nutrition & Enterprise to Biochemistry.
Avril Aslett-Bentley,
Course Leader for BSc (Hons) Human Nutrition.
