Reflection Questions to Facilitate Decision Making
The purpose of this chapter is to provide physician assistant (PA) students interested in international clinical education with an overview of international clinical rotations (ICRs) to facilitate decision making about participation and to provide guidance on how to maximize the learning experience. This chapter emphasizes several guiding principles for student participation in ICRs: alignment of student goals with learning experiences; informed decision making toward participation; cultural and logistical preparedness; respectful engagement in clinical and community settings; and transfer of learning into future practice. The chapter begins with an introduction to global health wherein the wider context for ICRs is followed by questions for student reflection about participation in an ICR. The second section provides a framework for students to use as they move through the decision-making process about participation in an ICR, with emphasis on the critical actions of information gathering and reflection. The next section describes key program/institutional and clinical site functions necessary to ensure appropriate student learning experiences and outcomes. The final section details the three phases of an ICR course: predeparture training, clinical learning and community immersion, and post-travel activities and impact. Upon completion of this chapter, the reader should have a foundational understanding of ICRs in terms of purpose, design, implementation, and evaluation. The authors propose a framework for decision making about ICR participation and detail strategies for learners to maximize learning in an international setting.
