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John A. Crump, MB, ChB, DTM&H; Jeremy Sugarman, MD, MPH, MA

JAMA. 2008;300(12):1456-1458.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

Academic global health programs are burgeoning.¹ According to a recent review of the Web sites of 129 accredited MD-granting US medical schools² and their parent universities, almost half (60; 47%) have established initiatives, institutes, centers, or offices for global health. These programs announce goals that include reducing disparities in global health through a combination of research, education, and service. In part responding to student demand and enthusiasm,³ many programs provide short-term training and service experiences in resource-limited settings. Nevertheless, there are important ethical considerations inherent to sending individuals from resource-replete settings for training and service experiences in resource-limited settings. However, unlike clinical research conducted across international borders, which has attracted considerable attention in the lay and scholarly literature,^4-5 much less attention has been given to ethical issues associated with education and service initiatives of global health programs.^6-8 We describe . . . [Full Text of this Article]

Global Health Educational Opportunities

Author Affiliations: Division of Infectious Diseases and International Health, Department of Medicine, Duke University Medical Center, and Duke Global Health Institute, Duke University, Durham, North Carolina (Dr Crump); Kilimanjaro Christian Medical Centre and Kilimanjaro Christian Medical College, Tumaini University, Moshi, Tanzania (Dr Crump); and the Berman Institute of Bioethics and Department of Medicine, Johns Hopkins University, Baltimore, Maryland (Dr Sugarman).

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