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

Sharleen L O’Reilly,Julia Milner

doi:10.1186/s12909-015-0458-3

Abstract

BackgroundIncreasing 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.MethodsA 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.ResultsThree 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.ConclusionsThe 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.

Highlights

Increasing proportions of Culturally and Linguistically Diverse (CALD) students within health professional courses at universities creates challenges in delivering inclusive training and education
Clinical educators are confronted with providing adequate support to the CALD students through creation of equitable learning environments to enable student progress [7, 8]
Participants Thirteen students participated in the CALD student focus groups, 12 females and one male

Summary

Introduction

Increasing proportions of Culturally and Linguistically Diverse (CALD) students within health professional courses at universities creates challenges in delivering inclusive training and education. Health professional courses will typically have higher than average CALD student numbers—usually a third of all students—compared with other university courses [3, 4]. A disproportionate number of CALD students enrolled in health professional courses continue to make inadequate course progress [3, 13, 14]. This points to a disconnect between the problems identified and solutions generated, raising the question of whether they are authentic and reflective of the needs of the different stakeholders [13]

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