Idealism is not enough: designing peace into medical education

Abstract

Purpose – Physicians' uniquely privileged social status gives them influence to help prevent conflict in addition to treating its victims. Yet the peacebuilding role of physicians has received little attention in medical education. In this paper, the authors tackle both and provide some concrete guidance to medical schools interested in taking it on. Design/methodology/approach – Using Qualitative Description, a review of literature and expert interviews in violence prevention, peacebuilding, medicine and medical education, three statements are posited: improved healthcare may enhance the prospects for peace; there are mechanisms by which healthcare may potentially enhance peacebuilding; and medical education can be designed to support these mechanisms. A “peace audit” is developed against which to evaluate the efforts of medical schools towards peacebuilding. This audit is used to assess a medical school in Nepal that is invested in peacebuilding. Findings – Medicine has a role, both in resolving conflict, and in preventing its occurrence. The experts believe that physicians have a responsibility to go further than treating the wounded and address the root cause of conflict: the structural violence of poverty and economic disparity. Originality/value – This paper considers the mechanisms by which medicine supports peacebuilding, and the consequences of this for medical education. The literature to date has not dealt with this issue.