School of Physical and Occupational Therapy, Faculty of Medicine, McGill University, Montreal, Canada.
Disabil Rehabil. 2022 Jun;44(11):2537-2547. doi: 10.1080/09638288.2020.1834627. Epub 2020 Oct 18.
Rehabilitation practice is increasingly tied to global trends. First, healthcare services are increasingly tailored to be patient-centered, requiring knowledge of sociocultural contexts and experiences of a diverse patient population. Second, non-communicable diseases and morbidity stemming from infectious diseases are creating greater needs for rehabilitation services in countries facing this double burden of disease. Third, globalization continues to shape the risk factors for disease and disability and influences the type of services accessible and the financing and management of such services. Given this context, there is a critical need to examine how global health (GH) is approached in rehabilitation curricula. How students learn about these various dynamics will impact their ability to practice in this environment and best meet the needs of the patients and populations they are caring for.
This study explores how university-level Canadian occupational and physical therapy educators understand GH within their academic and clinical practices.
The project followed a qualitative design. Semi-structured interviews were conducted with participants ( = 12; randomized purposive sampling was used). A deductive and inductive thematic analysis was performed to describe the participants perspectives on and practices of GH education in rehabilitation education programs.
There was an overall coherence between the literature and the participant's views of the constituent elements of GH. Participants viewed GH as a framework to broaden the clinical training of students by encouraging a critical "clinical toolbox" themes of structural competency, cultural sensitivity, and a sense of global citizenship and stewardship. However, GH was also described by participants as being implicitly present in the curriculum due to ambiguities regarding the scope of GH, seen as a key obstacle in the integration of GH education in rehabilitation programs.
Despite the growing interest and relevance of GH, there is a noteworthy absence of GH education guidelines. There is a need to uncover the scope and underpinnings of GH and to outline rehabilitation-oriented GH competencies as per the positive value of GH attributed by the educators to the training of our healthcare workforce.IMPLICATIONS FOR REHABILITATIONGlobal health is seen by a sample of educators to provide rehabilitation students with a critical and holistic "clinical toolkit" by introducing themes of structural competency, cultural sensitivity and awareness, and global stewardship, enabling them to become and ;The increased interest in global health throughout academic curricula presents new challenges for educators and students, specifically relating to understanding the mission and aims of this field. There is a need to clarify the notion and field of global health and how it complements clinical training within rehabilitation programs;There is a need to advance the literature on global health in rehabilitation by exploring what competencies are seen to be relevant to the field and practice of rehabilitation.
康复实践越来越与全球趋势紧密相关。首先，医疗保健服务越来越以患者为中心，这需要了解社会文化背景和多样化患者群体的体验。其次，非传染性疾病和传染病引起的发病率导致面临双重疾病负担的国家对康复服务的需求增加。第三，全球化继续塑造疾病和残疾的风险因素，并影响可获得的服务类型以及此类服务的融资和管理。鉴于这种情况，迫切需要研究康复课程中如何采用全球健康（GH）。学生学习这些不同动态的方式将影响他们在这种环境中实践的能力，并最好地满足他们所照顾的患者和人群的需求。
本研究探讨了加拿大大学职业治疗和物理治疗教育者如何在学术和临床实践中理解 GH。
该项目采用定性设计。对参与者（ = 12；随机目的抽样）进行了半结构化访谈。采用演绎和归纳主题分析来描述参与者对康复教育计划中 GH 教育的看法和实践。
文献与参与者对 GH 构成要素的看法之间存在总体一致性。参与者将 GH 视为通过鼓励批判性的“临床工具箱”主题（结构能力、文化敏感性以及全球公民意识和管理意识）拓宽学生临床培训的框架。然而，参与者还将 GH 描述为课程中隐含存在的，因为 GH 的范围存在模糊性，被视为将 GH 教育纳入康复计划的主要障碍。
尽管对 GH 的兴趣和相关性日益增强，但 GH 教育指南却明显缺失。需要揭示 GH 的范围和基础，并根据教育者对培训我们医疗保健劳动力的 GH 所赋予的积极价值，概述以康复为导向的 GH 能力。
全球健康被一组教育者视为通过引入结构能力、文化敏感性和意识以及全球管理意识等主题，为康复学生提供批判性和全面的“临床工具箱”，使他们能够成为和；整个学术课程对全球健康的兴趣增加给教育者和学生带来了新的挑战，特别是在理解这一领域的使命和目标方面。需要澄清全球健康的概念和领域，以及它如何补充康复计划中的临床培训；需要通过探索哪些能力与康复领域和实践相关，来推进康复领域全球健康的文献。
