A scoping review of online international student collaboration in occupational therapy education
Hynes, Sinéad M. Hills, Caroline Orban, Kristina
Hynes, Sinéad M.
Hills, Caroline
Orban, Kristina
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Publication Date
2022-06-11
Type
Article
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Citation
Hynes, Sinéad M., Hills, Caroline, & Orban, Kristina. A scoping review of online international student collaboration in occupational therapy education. British Journal of Occupational Therapy, 0(0), 03080226221086221. doi: 10.1177/03080226221086221
Abstract
Introduction For occupational therapy students, international experiences and access to a global curriculum develops understanding of broad cultural and contextual determinants of health and wellbeing. International placements or study abroad opportunities are not possible for many students and many universities are developing alternative internationalisation opportunities. The aim of this review was to determine what is known from the existing literature on the use of online international student collaboration in occupational therapy curricula. Method A scoping review design was used to search relevant literature on online international student collaboration in occupational therapy education, following a methodological framework for conducting scoping reviews. Seven databases were searched. Search included all articles published up until November 2020. Findings The database searches yielded a total of 2011 results. Following screening and review of articles ten papers met the inclusion criteria and were included in the review. The studies were charted and discussed in the areas of format of the online interactions, reported outcomes of the online interactions, barriers and facilitators in implementation. Conclusion Findings inform curricula designers establishing online international learning and those conducting research in this area. Outcomes indicate the breadth of student learning including culture, diversity, as well as the social determinants of occupational engagement and participation.
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Publisher
SAGE Publications
Publisher DOI
10.1177/03080226221086221
Rights
CC BY-NC-ND 3.0 IE