International Placements Increase the Cultural Sensitivity and Competency of Professional Health Students: A Quantitative and Qualitative Study

Preliminary Insights into International Work Integrated Learning (WIL) Placements in Disability and Student Recommendations for Success

“…Research also confirms that students on international WIL undergo a transformative change in their thought processes when they confront their own cultural beliefs and biases when exposed to cultures profoundly different from their own (Mkandawire-Valhmu & Doering, 2012). Peiying et al (2012), Charles et al (2014) and Murray (2015) stated that when students are on an international placement they displayed the following characteristics: their cultural sensitivity is increased through cultural dissonance; increased vigilance and adaptation to environment; uncertainty and anticipation; grappling with supremacy; recognising and appreciating differences; and cultural immersion.…”

Impact of an international workplace learning placement on personal and professional development

“…This finding reflects what occurred as a result of participating in the Vietnam placement, as all participants felt that they had improved their cultural competency and skills working with culturally diverse populations by being exposed to and immersed in a culture very different to their own. Given the cultural diversity of the Australian population, the development of cultural competency and the appreciation and understanding of different cultures achieved by participating in the Vietnam placement, could be vital for health professionals to enhance the quality and effectiveness of service provision (Peiying et al ., ; Simonelis et al ., ).…”

“…One frequently reported outcome of these placements is that they contribute to developing students’ cultural competence, enabling students to work effectively with people from different cultural backgrounds (Caffrey, Neander, Markle & Stewart, ; Peiying, Goddard, Gribble & Pickard, ). Peiying et al . studied the impact international placements in China and India had on cultural sensitivity and competency of 11 occupational therapy, 3 physiotherapy and 2 speech pathology students from an Australian university. They found immersion in different cultures increased the students’ appreciation of non‐verbal communication, and awareness of the role of body language and facial expressions in interactions with host staff and clients.…”

Exploring international clinical education in US-based programs: identifying common practices and modifying an existing conceptual model of international service-learning

“…The literature reveals that physical therapy students from at least the United States (Ekelman, Dal Belo-Haas, Bazyk, and Bazyk, 2003;Hayward and Charrette, 2012;Pechak, 2012;Pechak and Thompson, 2009a, 2009b, 2011Sawyer and Lopopolo, 2004); Canada (Allapat et al, 2007;Crawford et al, 2010); and Australia (Peiying, Goddard, Gribble, and Pickard, 2012) participate in international service and/or learning activities. While the research is limited, it indicates that the benefits of these international activities include: expanded world view, broader understanding of the physical therapy profession and improved critical thinking (Sawyer and Lopopolo, 2004); increased cultural competence (Ekelman, Dal Belo-Haas, Bazyk, and Bazyk, 2003;Hayward and Charrette, 2012;Peiying, Goddard, Gribble, and Pickard, 2012); and personal and professional growth (Pechak and Thompson, 2011).…”

“…While the research is limited, it indicates that the benefits of these international activities include: expanded world view, broader understanding of the physical therapy profession and improved critical thinking (Sawyer and Lopopolo, 2004); increased cultural competence (Ekelman, Dal Belo-Haas, Bazyk, and Bazyk, 2003;Hayward and Charrette, 2012;Peiying, Goddard, Gribble, and Pickard, 2012); and personal and professional growth (Pechak and Thompson, 2011).…”