Glocal Competence Profile for Medical Educators

The aim of this competence profile is for:

  • Educators to identify, set learning goals and chart their progress towards competence for teaching the glocal classroom;
  • Educators to design intended learning outcomes for curriculum, course and module plans;
  • Educational developers to chart the competences needed for the design of continuous professional development programmes.

Aligned with the Definition of Competencies of Academics Teaching in an Intercultural Classroom (IO3), the Can-Do Statements below reflect the continuum of growth in global/intercultural competence through the initiation, independent, impact and innovation levels.

The Glocal Competence Profile for Medical Educators and the Assessment Tool for the Competencies of an Academic Teaching in an Intercultural Classroom (IO4) provide a set of examples and scenarios that show how educators use their knowledge of culture, language, international perspectives and global engagement to demonstrate their Intercultural Competence (ICC).

The Glocal Competence Profile for Medical Educators as a tool is intended to clarify and support lifelong learning and lead educators toward developing ICC, so that in turn, they can support their own students’ ICC. For the purpose of this document, ICC refers to the ability to interact effectively and appropriately with people from other language and cultural backgrounds (Deardorff, 2006). ICC develops as the result of a process of intentional goal-setting and self-reflection around teaching, language and culture and involves attitudinal changes toward one’s own and other cultures. ICC is essential for establishing effective, positive relationships across cultural boundaries, required in a globally interconnected society.

The Glocal Competence Profile for Medical Educators includes: 

1. a table explaining how to use the can-do statements found on the profile (below)

2. the profile itself with examples of teaching and learning activities at each stage of the profile to inspire educators in linking the competence to classroom practices.

PDF Title