How Are Canadian Universities Training and Supporting Undergraduate Medical, Physiotherapy and Occupational Therapy Students for Global Health Experiences in International Low-Resource Settings?

By Bessette, Jennifer; Camden, Chantal | Canadian Journal of Public Health, January 1, 2016 | Go to article overview

How Are Canadian Universities Training and Supporting Undergraduate Medical, Physiotherapy and Occupational Therapy Students for Global Health Experiences in International Low-Resource Settings?


Bessette, Jennifer, Camden, Chantal, Canadian Journal of Public Health


Global health (GH) is an increasingly popular topic in health in general, and also in public health.1-5 GH and public health share similarities:5,6 both view health in terms of physical, mental and social well-being, rather than merely the absence of disease, and both address the root causes of ill health through a broad array of scientific, social, cultural and economic strategies.7 However, GH is more specific where health issues, determinants and solutions have to be explored within a transnational lens.5,6,8 GH is commonly defined as an area for study, research and practice that places a priority on improving health and achieving health equity for all people worldwide.6,9 Students increasingly show an interest in global health experiences (GHEs), defined as placements in international low-resource (ILR) settings.3,5,8,10 In 2009, 43.2% of graduating medical students had participated in a GHE during their studies, an increase of 13.2% since 2007.8,11 GHEs are known to increase public health awareness, improve clinical and communication skills and deepen one's understanding of the multifactorial influences on health.1,12 GHEs are also linked to future practice patterns in public health, multicultural settings and local underserviced areas.1,3,12,13 Along with these positive outcomes, moral hazards exist within GHEs, such as students practicing beyond their scope of knowledge,3,8,10,14,15 the tendency to focus on student learning rather than community needs12 and the student's lack of contextual understanding.16 A growing consensus therefore exists that, to maximize positive outcomes and lessen moral hazards, universities have the obligation to support and train students throughout their GHEs.2,5,8 Many recommendations have been formulated with regards to this process, which can be summarized into establishing a student selection process, training students before they leave, ensuring adequate supervision during the GHE and formally debriefing students upon their return.3,12,17 If a clear consensus is emerging in the literature about universities' responsibilities, little is known about current practices within Canadian universities. Some examples are found in the literature1,8,11,18 but do not provide a comparison across Canadian health programs, nor do they discuss them with recent recommendations that have emerged in the literature. This study therefore aimed to investigate the current state of GHE support and training in Canadian undergraduate medical (MD), physiotherapy (PT) and occupational therapy (OT) programs, and to discuss areas of strengths and for improvement by comparing current practices with recommended practices found in the literature.

METHODS

Ethics approval was obtained from our University's Research Ethics Board. An Internet-based, self-administered questionnaire was developed in the fall of 2014, based on the results of a scoping review we conducted which identified recommendations for GHE support and training. More concretely, we used our findings to structure the survey in four sections, namely what universities do to: select students, prepare them before their GHE, support them during their GHE, and debrief them upon their return. The survey collected descriptive information on GHE support and training for all Canadian MD, PT and OT programs, and questions explored if and how the recommended content was covered (see Appendix A for copy of questionnaire). We limited our survey to these disciplines as we consider their training shares commonalities and as our University's pre-departure training (PDT) is geared towards MD, PT and OT. We consulted with experienced colleagues from our local MD, PT and OT programs to help interpret the literature and pilot the survey. Changes in content were made to reduce the survey's length in order to maximize response rates and focus only on the core aspects of GHE support and training. The final version of the survey included 24 close-ended questions and 18 open-ended questions. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

How Are Canadian Universities Training and Supporting Undergraduate Medical, Physiotherapy and Occupational Therapy Students for Global Health Experiences in International Low-Resource Settings?
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.