Internationally‐educated health professionals: a distance education multiple cultures model

Abstract

Purpose

This paper aims to explore issues that must be addressed in post‐secondary educational planning and delivery such that social cultural factors within the learning environment are recognized in ways that affirm the learner's cultural traditions.

Design/methodology/approach

The adoption of a multiple cultures model of instructional design with an emphasis on implementing flexible learning using instructional technology is proposed.

Findings

The paper finds that as student mobility continues to increase across educational programs and geographic borders, the need to accommodate cultural differences in an increasingly heterogeneous study will have to increase dramatically and, for this to occur, institutions and faculty will have to improve their insight into cultural and learning differences that affect teaching and learning.

Practical implications

Distance education courses are commonly offered in professional upgrading or “bridging” programs as one solution to addressing the apparent knowledge and experience gaps of newly immigrated internationally‐educated practitioners. Useful strategies for accommodating individual styles and preferences in a multiple cultures professional online learning context have been described.

Originality/value

Learning preferences and styles are inextricably related to cultural background as well as curricular and course design. This paper provides a much‐needed professional distance education framework that integrates the skills and values of the student with those of the local professional community to create a unified and authentic learning environment.

Citation

Lum, L. (2006), "Internationally‐educated health professionals: a distance education multiple cultures model", Education + Training, Vol. 48 No. 2/3, pp. 112-126. https://doi.org/10.1108/00400910610651755