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A Place for All at the Global Health Table: A Case Study about Creating an Interprofessional Global Health Project

Teaching Health Law

Published online by Cambridge University Press:  01 January 2021

Extract

Many ideas grow better when transplanted into another mind than the one where they sprang up.

Type
JLME Column
Copyright
Copyright © American Society of Law, Medicine and Ethics 2013

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Footnotes

Charity Scott, J.D., is a Professor of Law and Director of the Center for Law, Health & Society at the Georgia State University College of Law. ([email protected])

References

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I use the term “interprofessional” in lieu of “interdisciplinary” throughout the essay, but the terms are interchangeable for the most part. When discussing education of health professionals, there has been an international movement towards the use of the suffix “-professional” rather than “-disciplinary” in education literature. See Oandasan, I. Reeves, S., “Key Elements for Interprofessional Education. Part 1: The Learner, the Educator and the Learning Context,” Journal of Interprofessional Care 19, no. S1 (2005): 2138. However, it should be noted that when law schools create learning experiences with other professions, it is usually referred to as “interdisciplinary education.” See Ross, C. J., “Including Law in the Mix: The Role of Law, Lawyers, and Legal Training in Child Advocacy,” in Handbook of Applied Developmental Science, vol. 4 (California: SAGE, Lerner, Richard M. et al. eds., 2002): At 353–370.CrossRefGoogle Scholar
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The Principal Investigator for the project, Dr. Miriam Laufer, is an Associate Professor at the University of Maryland School of Medicine and the Principal Investigator for two NIAID-funded clinical trials being conducted in Blantyre, Malawi. She was also a founding member and former director of GHIC.Google Scholar
Descriptions and reports from all four Malawi projects are available on the GHIC website, supra note 3.Google Scholar
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See, e.g., Pecukonis, , supra note 19.Google Scholar