Engaging Global Health Pedagogy: The Story Behind an Transborder online problem-based learning course between Canadian and Haitian Occupational Therapy Students

Abstract

International and intercultural educational partnerships facilitate exporting a curriculum or course from a home university situated in a developed country (North) to a host university situated in a low-income country (South). Decolonization of health pedagogy principles were applied throughout a synchronous virtual cross-border intercultural course by videoconference (SVCIV) was carried out. The aim of this study was to determine the feasibility and to identify facilitators and barriers to conducting a SVCIV involving students in Quebec and in Haiti. Five Quebec students and five Haitian students, all volunteers, took part in a 3-weeks course using problem-based learning (PBL) methods. A thematic analysis of data drawn from a 120-minute recorded focus group discussion held one week after the SVCIV reveals the feasibility issues regarding implementing an international cross-cultural North-South educational collaborative project. In order to successfully replicate such a project, the criteria deemed important relate to: 1) the attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies. In addition to the acquisition of course content not readily available in Haiti, the social interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy and contribute greatly to strengthening the students’ professional identity.

Keywords

• cross-cultural pedgagogy
• problem-based learning
• cultural competence
• distance learning
• international collaboration
• global health