Preparing medical graduates who are competent to work in a global environment requires broad integration of international and intercultural perspectives throughout the medical curriculum. Employing Leask and Bridge’s "conceptual framework of internationalisation of the curriculum," this article first highlights the emphasis placed on international mobility, global health, and cultural competency as ways to address internationalization of the curriculum within the discipline of medicine. Second, it highlights the influence of national and regional contexts on internationalizing the curriculum by comparing approaches from Germany and Australia. A review of the literature reveals that in spite of some contextual differences, medicine seems to struggle with a disciplinary understanding of an internationalized curriculum that is comprehensive and coherent. This article argues that what is needed instead is a transformative approach to learning and to curriculum development in medicine. Finally, implications for future research and practice are considered.

Item Type:	Refereed Article
Research Division:	Education
Research Group:	Other Education
Research Field:	Education not elsewhere classified
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Teacher and Instructor Development
UTAS Author:	Green, WJ (Dr Wendy Green)
ID Code:	107182
Year Published:	2015
Web of Science® Times Cited:	9
Deposited By:	Tasmanian Institute of Learning & Teaching
Deposited On:	2016-03-07
Last Modified:	2017-12-14
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