Internationalization of Medical Education—a Scoping Review of the Current Status in the United States

Wu, Anette; Leask, Betty; Choi, Edward; Unangst, Lisa; Wit, Hans de

doi:10.1007/s40670-020-01034-8

Cited by 34 publications

(40 citation statements)

References 64 publications

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“…The internationalization of the curriculum, seen as the "incorporation of international, intercultural, and global dimensions into the curriculum in ways that are relevant to graduates' professional practice" [42] (p. 1693), is, therefore, highly relevant for all students in all scientific fields, preparing them for professional practice in a globalized world. This centrality has been proven, for example, in the field of health, with health events such as the Ebola virus, SARS, or, more recently, the COVID-19 pandemic.…”

Section: Be Aligned With Program and Course Intended Learning Outcomesmentioning

confidence: 99%

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Cultural Dimension in Internationalization of the Curriculum in Higher Education

Sá¹,

Serpa

2020

Education Sciences

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Internationalization in higher education seems to be an unavoidable process, albeit temporarily limited by the COVID-19 (coronavirus disease of 2019) pandemic. Specifically, internationalization of the curriculum in the context of higher education is a dimension of this internationalization that is less valued in published studies. This paper, through critical reflection, sought to contribute to a deeper understanding of internationalization of the curriculum in higher education. The methodology used consisted of a bibliographic search in international databases, and the selected documents were analyzed using the content analysis technique. This analysis allowed concluding that internationalization of the curriculum in higher education is a complex process and involves several actors, with various challenges to be considered. For this process to be successful, it involves the ability to be attentive to the cultural multiplicity that will be experienced in classes where this internationalization of the curriculum exists.

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Section: Be Aligned With Program and Course Intended Learning Outcomesmentioning

confidence: 99%

“…This centrality has been proven, for example, in the field of health, with health events such as the Ebola virus, SARS, or, more recently, the COVID-19 pandemic. Wu et al [42] (p. 1693) sustain that these global events [ . .…”

Section: Be Aligned With Program and Course Intended Learning Outcomesmentioning

confidence: 99%

Cultural Dimension in Internationalization of the Curriculum in Higher Education

Sá¹,

Serpa

2020

Education Sciences

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“…Service-learning has been a feature of higher education since the 1990s, particularly but not exclusively in the United States. It has been "coupled with concepts of social justice, civic responsibility and ethical practice" (Carrington, 2011, p.1) as part of the third mission and also, in some disciplines such as medicine and nursing, with internationalisation of curriculum and the global responsibilities of professionals (Wu et al, 2020). There is scant evidence of the impact mobile students have on the communities which host them, although there are some examples, such as those documented by Gaul (2015), Murphy et al (2014), Potts (2016), and Wood et al (2012).…”

Section: Global Social Responsibility and The Internationalisation Of Higher Educationmentioning

confidence: 99%

Global Social Responsibility and the Internationalisation of Higher Education for Society

Jones

Leask

Brandenburg

et al. 2021

Journal of Studies in International Education

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106

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In this article, we argue that there is an urgent need to align internationalisation and university social responsibility agendas through the construct of Internationalisation of Higher Education for Society. The service or “third mission” of higher education institutions - to contribute to the social, economic, and cultural development of communities - has long been a core function of universities alongside teaching and research. However, the service mission is often disconnected from the internationalisation agenda. Service to society is rarely the focus of internationalisation strategies, and third mission strategies are predominantly domestically oriented. We consider how universities might, in today’s fractured and fragile world, amplify their contributions to society and the global common good by strategically enacting their global social responsibility through internationalisation. Related concepts of relevance are discussed, and we conclude with recommendations for leaders, researchers, and those involved in teaching and learning who seek to contribute to these endeavours.

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“…Hansen et al (2020) provided evidence for the feasibility of developing a multifaceted web-wide training programme for an international trial, while Cassel and Edd (2016) reported a high degree of satisfaction and improved familiarity with the use of telepractice, and an increased comfort level working with multi-cultural populations. Internationalization has benefits such as quality improvement, provision of access, competitiveness, financial profits, and the provision of a professionally relevant education that prepares all students to be interculturally proficient professionals and citizens (Wu et al, 2020). However, it may also result in unintended consequences such as ethical dilemmas.…”

Section: Internationalization Of Remote Clinical Training and Service Provisionmentioning

confidence: 99%

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

2021

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Introduction and purpose: The novel coronavirus (COVID-19) presented new and unanticipated challenges to the provision of clinical services, from student training to the care of patients with speech-language and hearing (SLH) disorders. Prompt changes in information and communication technologies (ICT), were required to ensure that clinical training continued to meet the Health Professions Council of South Africa’s regulations and patients received effective clinical care. The purpose of this study was to investigate online clinical training and supervision to inform current and future training and clinical care provision in SLH professions. Methodology: A scoping review was conducted using the Arksey and O'Malley (2005) framework. The electronic bibliographic databases Science Direct, PubMed, Scopus, MEDLINE, and ProQuest were searched to identify publications about online clinical training and supervision and their impact on clinical service during COVID-19. Selection and analysis were performed by three independent reviewers using pretested forms. Results and Conclusions: The findings revealed important benefits of teletraining and telepractice with potential application to South African clinical training and service provision. Five themes emerged: (1) practice produces favorable outcomes, (2) appreciation for hybrid models of training and service delivery, (3) cost effectiveness is a “big win” (4) internationalization of remote clinical training and service provision, and (5) comparable modality outcomes. These findings may have significant implications for teletraining and telepractice in low-and-middle income countries (LMICs) in the COVID-19 era and beyond, wherein demand versus capacity challenges (e.g., in human resources) persist. Current findings highlight the need for SLH training programmes to foster a hybrid clinical training model. Few studies were conducted in LMICs, indicating a gap in such research.

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Internationalization of Medical Education—a Scoping Review of the Current Status in the United States

Cited by 34 publications

References 64 publications

Cultural Dimension in Internationalization of the Curriculum in Higher Education

Cultural Dimension in Internationalization of the Curriculum in Higher Education

Global Social Responsibility and the Internationalisation of Higher Education for Society

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

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