Global medical education is dominated by a Northern tilt. Global universities’ faculty and students dominate research, scholarship and teaching about what is termed global education. This tilt has been fixed in global biomedical education with some acknowledgement from the Global South of the comparative benefits of global exchange. Student exchange is predominantly North to South. Students from the Global South are less likely to visit the North on global medical education visits. Global indigenous and traditional ways of knowing rooted may be suppressed, hidden or misappropriated and repackaged for consumption in the Global South with Global North ways of knowing as a reference point. A global history of colonization has shaped this trend influencing postcolonial theorists and decolonial activists to question the legitimacy and depose the influence of dominant Global North ideas. This is evident in how communication skills, reflective practice and narratives are presented and taught. Global North students must be introduced to Global South ways of knowing before visiting the Global South from a position of critical consciousness. Emancipatory education is best led by transformative Global North–South dialogue.

中文翻译：

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南方曝光：平衡全球医学和医学人文教育的北方倾斜

全球医学教育以北倾为主。全球大学的教职员工和学生主导着有关所谓全球教育的研究、奖学金和教学。这种倾斜已经在全球生物医学教育中得到解决，全球南方对全球交流的比较好处有所承认。学生交流主要是从北到南。来自全球南方的学生不太可能在全球医学教育访问中访问北方。根植于全球本土和传统的认知方式可能会被压制、隐藏或盗用，并被重新包装以供全球南方以全球北方的认知方式为参考点进行消费。全球殖民史塑造了这一趋势，影响了后殖民理论家和非殖民活动家质疑其合法性并废除了占主导地位的全球北方思想的影响。这在如何呈现和教授沟通技巧、反思练习和叙述中很明显。在从批判意识的立场访问全球南方之前，必须向全球北方的学生介绍全球南方的认识方式。解放教育最好由变革性的全球南北对话来引导。