Students as Global Citizens LIDC Conference 23 rd June 2013 Dr. Nicole Blum, IOE; Nick Short, RVC

Students as Global Citizens project 3-year DFID Development Awareness Fund project ( ) Collaborative Partnership: › Development Education Research Centre (IOE) › Royal Veterinary College › Institute for Global Health (UCL) › School of Pharmacy (UCL) › London International Development Centre

Why a Global Perspective? DFID Building Support for Development Challenges of globalisation for higher education Internationalisation agendas Students’ desire to learn about and engage with global and development issues Professions increasingly recognising the global nature of their work

Key Aims of the Project To develop and test methods to embed global perspectives in the training of professionals in three communities of practice that are highly relevant to international development: veterinarians, pharmacists and doctors. Exploring issues both within each discipline as well as the potential for interdisciplinary learning between them.

What is a Global Perspective? Knowledge of global issues An ability to understand perspectives and cultural values which are different from one’s own Communication skills and the ability to work in an interdisciplinary team An ability to critically analyse problems involving a complex range of social and ethical concerns

Why should veterinary students learn about global issues? The world is getting smaller- environmental change and increased population movement both increase global disease transmission. With increased pressure on natural resources, vets have a key role to play in efficient food production and international development. Increasing recognition of the importance of interdisciplinary collaboration in addressing these issues

Are these topics relevant to all vet students? Global diseases are a threat to animals and people in the UK An increasingly multicultural society means global and cultural awareness is important for all students Aim to give all veterinary students a broad appreciation for these issues, and inspire an interested subset to become enthused by the subject and pursue it in their careers

Pre-clinical years Introduction to Vets as Global Citizens to introduce students to their international responsibilities One Health issues focused on the inter-relationship between human and animal disease and the need to for an international approach to managing human and animal health. New mini course on the “Global Vet” for 1 st year students

Clinical Years  Workshop involving veterinary, medical and pharmacy students working together on a simulated outbreak of Avian Influenza in Sudan  Student overseas placements in veterinary schools in Kenya and Bangladesh to develop teaching material  Career guidance and promoting international extra mural studies

Other Activities Production of a comprehensive guide on undertaking overseas extra-mural studies (EMS) Dissemination through national symposium, published report, web site, veterinary press and online lectures Interviews of academic staff about their views on global issues and their inclusion in the curriculum Interviews of student focus groups on the inclusion of global issues in the curriculum and their feedback on the project

Student Feedback The world is becoming a smaller place and there’s a lot more global trade. Vets need to be aware of diseases that may come into this country, or if they want to go out and help in the world it’s important to know what’s going on It makes a change from anatomy and physiology! I would like to work in developing countries when I qualify [Students coming straight from school] don’t necessarily have experience of different cultures and how things are done overseas and I think that it’s a very important thing that they should be made aware of The world is getting smaller and its going to be a lot more important to know about these things in the future If a client starts talking to you about something in the news and you don’t know about it you will look like a pretty rubbish vet

The Student Perspective Veterinary students tend to be very interested in global affairs. 100 first year students, 87% either agreed or strongly agreed that veterinary education should prepare professionals to work overseas. 74% said that they would like to work overseas at some point in their careers. 75% of 90 final year veterinary students agreed that global and development issues should be taught as an important part of the undergraduate curriculum.

Key Challenges & Lessons Learnt Student engagement Value of a One Health focus and inter- professional education/ collaboration Embedding global perspectives in the curriculum Teaching and learning strategies Professional development and support for staff

Thank you If you would like further information, or have any ideas, please contact us: Nicole Blum: Nick Short: Jenny Maud: