ABSTRACT
This chapter presents few such unresolved perspectives challenging competency-based education in global health (GH). A current paradigm in GH education in high-income countries (HICs) features students and trainees taking part in experiential learning in low resource settings of low and middle-income countries (LMICs). It is in these settings that many of the advocated competencies apply and ought to be assessed. An important distinction in GH education is the difference between the "individualist" cultures of HICs and "collectivist" cultures of LMICs. Understanding the parameters of this distinction is particularly important, given the educational paradigm in which students and trainees from HICs do elective work of varying periods in LMICs. In developing competencies for students and trainees in GH, training programmes in HICs have not only taken insufficient account of contexts, but have also frequently failed to understand the different perspectives on competency-based training.
