A review of the literature to inform the development of a new model of global placement: the Global Learning Partnership

Abstract

Primary Objective: To review literature to guide the design and implementation of an international and inter-professional ‘Global Learning Partnership’ (GLP). The aim of the GLP model is to create a shared learning opportunity between academics and students from Universitas 21 network with invited partner universities to address United Nations Sustainable Development Goal needs.

Design: Two literature reviews were conducted to inform and refine the design of the GLP model to support the acquisition of the desired learning opportunities. One literature review explored the efficacy of international field placements on developing cultural competence in medical and health science students. The second examined common elements of education programs and collaborative projects designed to facilitate inter-professional learning in students of medicine and allied health sciences.

Results: The literature reviews demonstrated that cultural awareness and cultural knowledge are enhanced through participation in cultural immersion programs. Secondly that inter-professional education assists in the development of collaborative practice competencies. However, there were few examples of inter-professional collaborations that included students and academics from the host countries as members of the collaborative learning model.

Conclusion: The design of the GLP model was informed and supported by the two literature reviews in the objective to develop a project around the fundamental concepts of engagement and sharing across universities and cultural contexts. Rigour has been applied to the design process to ensure the GLP model may build capacity through education, while capitalising on strengths of existing global health placements and inter-professional education. The inclusion of host-country students and academics in this international learning exchange is believed to be key to equitable opportunity and capacity building.

Keywords:

• Health science education
• University collaboration
• Global placements
• Cultural competency
• Interprofessional practice

Acknowledgments

Grateful appreciation is extended to the Universitas 21 UNSDG Steering Committee for their continuous support. We would also like to thank our colleagues at Kathmandu University School of Medical Sciences for their partnership and collaboration on the pilot project of the Global Learning Partnership model.