BMJ  2004;329:1113-1114 (13 November), doi:10.1136/bmj.329.7475.1113

Editorial

Poor countries make the best teachers: discuss

It is not only what you spend on health but how you spend it

The first 150 words of the full text of this article appear below.

We will meet in the developing world a level of will, skill, and constancy that may put ours to shame. We may find ourselves not the teachers we thought we were, but students of those who work under circumstances that would have stopped us long ago.1

The idea of a BMJ issue focusing on what rich countries can learn from poorer ones came from our editorial board. Western medical journals' coverage of health issues in low income countries is "limited and negative," they said. As a result they don't capture the learning potential of successful health initiatives developed in countries long honed to making the best of meagre resources.

Challenged to do better, the BMJ set up a team of advisers, put out a call for examples, and solicited ideas via global research networks and email discussion lists including AFRO-NETS and HIF-net at the World Health Organization. This issue . . . [Full text of this article]

(trichards@bmj.com)

Makere University, Kampala, Uganda

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This article has been cited by other articles:

• Frey, B (2008). Overtreatment in threshold and developed countries. Arch. Dis. Child. 93: 260-263 [Abstract] [Full text]  
• Davies, P. D O (2005). Learning from low income countries: Experience in low income countries should count towards specialist registrar training. BMJ 330: 478-478 [Full text]  
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• Pramanik, J. (2005). Academic medicine: who is it for?: We need teachers to train teachers. BMJ 330: 361-362 [Full text]  
• Abbasi, K. (2004). Knowledge for better health. BMJ 329: 1120-1120 [Full text]  

Rapid Responses:

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SpR training in developing countries

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