2014
DOI: 10.1186/1472-6920-14-187
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Analyzing international clinical education practices for Canadian rehabilitation students

Abstract: BackgroundClinical training in low-income countries has become increasingly popular among pre-licensure trainees from high-income countries. The Working Group on Ethics Guidelines for Global Health Training (“WEIGHT Guidelines”) were designed to identify and inform the complex and contentious field of international clinical education. The purpose of this study was to use the WEIGHT Guidelines to evaluate an international clinical internship programme for Master’s-level rehabilitation students at a Canadian uni… Show more

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Cited by 17 publications
(24 citation statements)
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“…These include studies focused on tailoring approaches to indigenous populations in Oceania [98, 99] or the local development of culturally relevant, community-based interventions for children with disabilities in Kenya [100]. Finally, some international clinical education/service placements, from higher to lower income countries, have overcome cultural implementation barriers [101105]. The few other studies on cultural-competencies training within the literature have important methodological limitations (e.g.…”
Section: Resultsmentioning
confidence: 99%
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“…These include studies focused on tailoring approaches to indigenous populations in Oceania [98, 99] or the local development of culturally relevant, community-based interventions for children with disabilities in Kenya [100]. Finally, some international clinical education/service placements, from higher to lower income countries, have overcome cultural implementation barriers [101105]. The few other studies on cultural-competencies training within the literature have important methodological limitations (e.g.…”
Section: Resultsmentioning
confidence: 99%
“…First, some rehabilitation education programs might focus on the competencies for working in underserved contexts, while clinical education and field experience in those locations are also useful [59, 73, 75, 78, 101103, 111]. This can be complemented by attracting students from underserved regions, through a mix of financial (scholarships, stipends) and non-financial incentives (in-kind benefits, mentorship) [1, 72, 73, 78, 80].…”
Section: Discussionmentioning
confidence: 99%
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“…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 needs 12 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.…”
mentioning
confidence: 99%