The impact of an international health study abroad program on university students from the United States

2009 ◽  
Vol 16 (3) ◽  
pp. 17-23 ◽  
Author(s):  
Reginald Fennell
Keyword(s):  
United States ◽  
Study Abroad ◽  
University Students ◽  
International Health ◽  
The United States ◽  
Health Study ◽  
Study Abroad Program ◽  
The Impact

scholarly journals Short-Term, Faculty-Led Study Abroad Program in Japan

2019 ◽  
Vol 14 (4) ◽  
pp. 259-268 ◽  
Author(s):  
Daisuke Shibata
Keyword(s):  
United States ◽  
Health Care ◽  
Study Abroad ◽  
Athletic Training ◽  
Health Care Professionals ◽  
The United States ◽  
Short Term ◽  
Cultural Competencies ◽  
English Speaking ◽  
Study Abroad Program

Context Although cultural competencies in athletic training education exist, there are limited international athletic training educational opportunities available. Study abroad experiences help students gain international and multicultural perspectives. The lack of study abroad opportunities is more pronounced in non–English-speaking countries. Objective The purpose of this article is to describe experiences with developing and conducting a short-term, faculty-led study abroad program in Japan. Essential elements and recommendations based on the study abroad program are interwoven throughout the article. Background The diversity in the United States and among the collegiate student-athlete population has increased. However, the population of athletic training professionals does not match this diversity. This mismatch has increased attention to the demand to find ways to nurture cultural competencies in athletic trainers. Simultaneously with changes in the United States, growth of the athletic training profession and athletic training educational programs is noticeable in Japan and other non–English-speaking countries. A well-designed study abroad program can expose students to the unique perspectives of athletic training and/or related health care professions and nurture cultural competency. Recommendations(s) A short-term, faculty-led study abroad program should include an assistant and local facilitator, multiple site visits, at least a day without guidance from the program, an adequate balance between academic and cultural activities, program dinners, opportunities for students to present and share their experiences, and a focus on keeping the trip safe. Conclusion(s) The short-term, faculty-led study abroad program in Japan offered unique opportunities for athletic training students to gain knowledge of and an appreciation for athletic training in diverse cultures and to incorporate these experiences into their future personal and professional practice. Further information and data are required to provide an optimum education for students to learn and apply cultural competencies as health care professionals.

scholarly journals Catalyzing Cultural and Global Competencies: Engaging Preservice Teachers in Study Abroad to Expand the Agency of Citizenship

2018 ◽  
Vol 23 (1) ◽  
pp. 84-105 ◽  
Author(s):  
Erik Jon Byker ◽  
S. Michael Putman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Mixed Methods Research ◽  
Research University ◽  
The United States ◽  
Global Competencies ◽  
Intercultural Awareness ◽  
International Teaching ◽  
Study Abroad Program ◽  
The Impact

Study abroad is an experiential learning pedagogy that has many positive outcomes. In the field of teacher education, study abroad provides opportunity for the development of global competencies and agency. Similarly, study abroad can help expand notions of what it means to be a global citizen. This article examines the effects of preservice teachers engaging in a study abroad program to South Africa. Critical Cosmopolitan Theory provides the article’s theoretical frame for the investigation of the impact of this study abroad program. The study’s participant sample comprised preservice teachers from a large research university located in the Southeast region of the United States ( N = 21). Using a mixed-methods research design, the study examined the participants’ perceptions of their study abroad and international teaching experiences. It was found that the study abroad experience was a catalyst for enhancing preservice teachers’ global competencies, intercultural awareness, and cultural responsiveness as the participants widened their perspectives of what it means to be a critically cosmopolitan educator and citizen.

Study Abroad in Africa: Learning about Race, Racism, and the Racial Legacy of America

2000 ◽  
Vol 28 (1-2) ◽  
pp. 112-116
Author(s):  
Derise E. Tolliver
Keyword(s):  
United States ◽  
Racial Identity ◽  
Study Abroad ◽  
American Association ◽  
The United States ◽  
Racial Reconciliation ◽  
Race And Racism ◽  
Institutionalized Racism ◽  
Transatlantic Slave Trade ◽  
The Impact

In 1998, the American Association of Colleges and Universities raised the question of what higher education could do to prepare graduates to address “the legacies of racism and the opportunities for racial reconciliation in the United States.” One of the most powerful and pedagogically rich approaches to facilitate learning about race, racial identity, and the impact of racism in America today is study abroad in Africa. With a history that includes dynasties and empires; the capture and enslavement of Africans and the transatlantic slave trade; and the structures of colonialism, neocolonialism, and apartheid (which have often been conceptualized as parallel to the institutionalized racism of America), the continent of Africa can be a wonderful classroom for this type of learning. This is particularly the case when the location of study is West Africa, by most accounts where the majority of people of African descent living in the United States have ancestral ties. Visits to and interactions around the monuments to and symbols and physical remnants of the complex historical relationships between Europeans and Africans can be a catalyst for stimulating challenging but ultimately rewarding discussions and growth with regard to issues of race and racism.

scholarly journals Nursing Study Abroad: A New Perspective

2018 ◽  
Vol 2 (5) ◽  
Author(s):  
O'Hara PB
Keyword(s):  
Nursing Students ◽  
Study Abroad ◽  
International Study ◽  
The United States ◽  
Public Health Nurse ◽  
Defining Moment ◽  
Studying Abroad ◽  
New Perspective ◽  
Study Abroad Program ◽  
The Impact

The impact of International Study Abroad has recently been studied. The data from more than 3,400 respondents shows that studying abroad is usually a defining moment in a person’s life and continues to impact their life for years after the experience (IES Abroad Adelaide, 1992). Many nursing programs here in the United States do not have the flexibility in their nursing curriculum for study abroad, and the State Board of Nursing does not allow for nursing courses to be transferred in from other countries. This article will describe a Nursing Study Abroad program that was set up in Ireland for 3 weeks. Nursing students in this 4 year Traditional BSN program were able to obtain 6 credits (3 credits for their English Elective and 3 credits for their Nursing Elective) as well as experience 2 clinical observation days shadowing an Irish Public Health Nurse. A comprehensive description of the nursing study abroad program and the benefits associated with it will be provided.

scholarly journals The influence of a study abroad program on Japanese university students’ motivation and the elaboration of motivational L2 selves

2020 ◽  
Vol 5 (2) ◽  
pp. 208-229
Author(s):  
Masanori Matsumoto
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Learning Experience ◽  
Learning Experiences ◽  
Prior Learning ◽  
Motivational Intensity ◽  
Learner Perception ◽  
Learning Logs ◽  
Study Abroad Program ◽  
The Impact

Abstract Three university students from Japan on a five-week study-abroad program in Australia participated in a case study that investigated the impact of L2 learning experiences on changes in their motivation, especially in relation to development of their ‘Motivational L2 Selves’ as introduced by Dörnyei (2009). The study collected both qualitative and quantitative data in three interviews and weekly learning logs during the program. The results from the learning logs showed an upward trend in the level of motivational intensity as the program proceeded, with the participants’ positive perception of environmental factors. The study confirmed that learner perception of the same motivational factor could vary, and perception can be affected by their prior learning experience and L1 culture. The study, however, failed to provide positive evidence that the study abroad program can help the elaboration of the L2 Self, although the learning experiences in the L2 context enhanced their instrumental motivation.

scholarly journals Teaching Mathematics in Multi-Lingual Classrooms: Developing Intercultural Competence via a Study Abroad Program

2017 ◽  
Vol 29 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Lisa Ann Kasmer ◽  
Esther Billings
Keyword(s):  
United States ◽  
Study Abroad ◽  
Intercultural Competence ◽  
The United States ◽  
Teaching Mathematics ◽  
Mathematics Classrooms ◽  
Multilingual Classrooms ◽  
Experience Teaching ◽  
Comprehension Skills ◽  
Study Abroad Program

This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers’ (PSTs) from the United States. In particular, we discuss their ability to facilitate the learning of students in multi-lingual mathematics classrooms while personally developing intercultural competence. We examined three areas: the PSTs’ knowledge and comprehension, skills, and attitudes in an effort to understand their ability to teach in multilingual classrooms.

scholarly journals Fulfilling Educational Competencies through Global Pharmacy Experiences

Pharmacy ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 50 ◽  
Author(s):  
Lindsey M. Childs-Kean ◽  
Carol Motycka ◽  
Sven A. Normann ◽  
Randell Doty
Keyword(s):  
United States ◽  
Study Abroad ◽  
International Education ◽  
Pharmacy Practice ◽  
International Health ◽  
The United States ◽  
International Programs ◽  
Study Abroad Programs ◽  
International Experiences

Many Colleges of Pharmacy in the United States offer international education and practice experiences to their students. Multiple publications have described these offerings and related them back to the CAPE 2013 Outcomes. This article describes the multiple international programs offered by one College of Pharmacy, including international Advanced Pharmacy Practice Experiences, Short Study Abroad Programs, and International Health Outreach Trips. The article also details the relevant competencies associated with these international experiences.

scholarly journals An International Health Track Is Associated With Care for Underserved US Populations in Subsequent Clinical Practice

2011 ◽  
Vol 3 (2) ◽  
pp. 130-137 ◽  
Author(s):  
Andrew W. Bazemore ◽  
Linda M. Goldenhar ◽  
Christopher J. Lindsell ◽  
Philip M. Diller ◽  
Mark K. Huntington
Keyword(s):  
United States ◽  
Global Health ◽  
Rural Areas ◽  
Health Care Services ◽  
Underserved Populations ◽  
Insurance Coverage ◽  
International Health ◽  
The United States ◽  
Global Health Education ◽  
The Impact

Abstract Background Recent efforts to increase insurance coverage have revealed limits in primary care capacity, in part due to physician maldistribution. Of interest to policymakers and educators is the impact of nontraditional curricula, including global health education, on eventual physician location. We sought to measure the association between graduate medical education in global health and subsequent care of the underserved in the United States. Methods In 2005, we surveyed 137 graduates of a family medicine program with one of the country's longest-running international health tracks (IHTs). We compared graduates of the IHT, those in the traditional residency track, and graduates prior to IHT implementation, assessing the anticipated and actual involvement in care of rural and other underserved populations, physician characteristics, and practice location and practice population. Results IHT participants were more likely to practice abroad and care for the underserved in the United States in the first 5 years following residency than non-IHT peers. Their current practices were more likely to be in underserved settings and they had higher percentages of uninsured and non–English-speaking patients. Comparisons between pre-IHT and post-IHT inception showed that in the first 5 years following residency, post-IHT graduates were more likely to care for the underserved and practice in rural areas and were likely to offer volunteer community health care services but were not more likely to practice abroad or to be in an academic practice. Conclusions Presence of an IHT was associated with increased care of underserved populations. After the institution of an IHT track, this association was seen among IHT participants and nonparticipants and was not associated with increased long-term service abroad.

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