Abstract

As stated by Leask (2009), an internationalized curriculum develops the international and intercultural perspectives of students. It is as much about the content (the information) as it is about the skills and attitude differences found in non-native countries. Within the health care disciplines, multiple references can be found related to opportunities to incorporate international service-learning, clinical internships, and study abroad into the curriculum to provide international opportunities for students (Banhidi et al., 2013; Crawford et al., 2010; Pechak & Thompsan, 2010). Experiences such as these allow the opportunity for students to develop global competencies to practice successfully in diverse environments. Concurrently, the World Health Organization (WHO, 2010) has promoted interprofessional education (IPE) as experiences that allow students from two or more professions to learn about, from, and with each other to enhance effective practice collaboration and improve health outcomes.

Published in: World Congress on Education (WCE-2018)

  • Date of Conference: 15-18 July 2018
  • DOI: 10.2053/WCE.2018.0078
  • ISBN: 978-1-908320-91-9
  • Conference Location: Dublin, Ireland