Global competency impact of sustained remote international engagement for students

• Published in: BMC medical education Vol. 23; no. 1; pp. 430 - 10
• Main Authors: Kelly, Tracy, Bekele, Abebe, Kapadia, Sonja G., Jassal, Simrat K., Ineza, Darlene, Uwizeyimana, Theogene, Clarke, Olivia, Flickinger, Tabor E., Dillingham, Rebecca, Durieux, Marcel E.
• Format: Journal Article
• Language: English
• Published: London BioMed Central 12.06.2023; BioMed Central Ltd; BMC
• Subjects: Carbon footprint; Cognition; Collaboration; Colleges & universities; Communication; Cultural Competency; Distance learning; Education; Foreign students; Global partnership; Host country; Humans; International; International Education; Language Acquisition; Language Skills; Learner Engagement; Learning Processes; Medical Education; Mixed method; Mixed methods research; Pandemics; Remote engagement; Rwanda; Students; Students, Foreign; Sustainability; Teams; Theory of Medicine/Bioethics; Training; Travel; Universities; Rwanda; United States > US; Cultural competency; Remote engagement; Mixed method; Sustainability; Global partnership
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-023-04333-x

Background To provide just equity in academic exchange, as well as to reduce prohibitive travel cost and address environmental concerns, the past paradigm of international student exchange has fundamentally shifted from one directional travel to mutually beneficial bidirectional remote communication between students all over the globe. Current analysis aims to quantify cultural competency and evaluate academic outcomes. Methods Sixty students half from the US and half from Rwanda grouped in teams of 4 engaged in a nine-month project-focused relationship. Cultural competency was evaluated prior to project initiation and six months after completion of the project. Student perspective of project development was analyzed weekly and final academic outcome was evaluated. Results Change in cultural competency was not significant; however, students did identify satisfaction in team interaction and academic outcomes were achieved. Conclusion A single remote exchange between students in two countries may not be transformative but it can provide cultural enrichment and successful academic project outcome and may serve to enhance cultural curiosity.