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Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table

O'Reilly, Sharleen L. and Milner, Julia 2015, Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table, BMC medical education, vol. 15, Article Number : 175, pp. 1-12, doi: 10.1186/s12909-015-0458-3.

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Title Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table
Author(s) O'Reilly, Sharleen L.ORCID iD for O'Reilly, Sharleen L. orcid.org/0000-0003-3547-6634
Milner, Julia
Journal name BMC medical education
Volume number 15
Season Article Number : 175
Start page 1
End page 12
Total pages 12
Publisher BioMed Central
Place of publication London, Eng.
Publication date 2015
ISSN 1472-6920
Keyword(s) Culturally and Linguistically Diverse (CALD) students
Placements
Challenges
Strategies
Summary Background: Increasing proportions of Culturally and Linguistically Diverse (CALD) students within health professional courses at universities creates challenges in delivering inclusive training and education. Clinical placements are a core component of most health care degrees as they allow for applied learning opportunities. A research gap has been identified in regard to understanding challenges and strategies for CALD students in health professional placements.

Methods: A key stakeholder approach was used to examine barriers and enablers experienced by CALD students in clinical placement. Semi-structured focus groups with healthcare students (n = 13) and clinical placement supervisors (n = 12) were employed. The focus groups were analysed using open coding and thematic analysis.

Results: Three main barrier areas were identified: placement planning and preparation; teaching, assessment and feedback; and cultural and language issues. Potential solutions included addressing placement planning and preparation barriers, appropriate student placement preparation, pre-placement identification of higher risk CALD students, and diversity training for supervisors. For the barrier of teaching, assessment & feedback, addressing strategies were to: adapt student caseloads, encourage regular casual supervisor-student conversations, develop supportive placement delivery modes and structures, set expectations early, model the constructive feedback process, use visual aids, and tailor the learning environment to individual student needs. The enablers for cultural & language issues were to: build language and practical approaches for communication, raise awareness of the healthcare system (how it interacts with healthcare professions and how patients access it), and initiate mentoring programs.

Conclusions: The findings suggest that teaching and learning strategies should be student-centred, aiming to promote awareness of difference and its impacts then develop appropriate responses by both student and teacher. Universities and partnering agencies, such as clinical training providers, need to provide an inclusive learning environment for students from multiple cultural backgrounds.
Language eng
DOI 10.1186/s12909-015-0458-3
Field of Research 110699 Human Movement and Sports Science not elsewhere classified
Socio Economic Objective 929999 Health not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30079537

Document type: Journal Article
Collections: School of Exercise and Nutrition Sciences
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Created: Fri, 13 Nov 2015, 14:04:41 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.