Submission ID 118582
| Issue/Objective | Experiential learning is recognized as a crucial component of undergraduate education, yet personal and external constraints can limit equitable participation. Current literature lacks adequate evidence to guide the optimization of experiential courses for equitable participation and financial sustainability. The proposed research aims to advance sustainable global health collaboration by directly addressing resource disparities inherent in experiential learning programs. The study focuses on three primary objectives: 1) identifying financial barriers to participation, 2) exploring students' sociocultural and emotional readiness for international engagement, and 3) assessing perceived facilitators to improve accessibility and program inclusivity. |
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| Methodology/Approach | Data were collected from HSCI 595 students at Queen's University over the Spring 2024 to Winter 2025 academic period using a mixed methods approach. All 22 students enrolled received the Global Skills Opportunity (GSO) funding to offset travel and activity-related costs. The pre-survey elicited participants' initial concerns regarding finances, cultural adaptation, and personal preparedness, while the post-survey examined changes over the course of the program. Quantitative data were analyzed with SPSS, while NVivo facilitated thematic coding of qualitative responses. |
| Results | Findings revealed that 77% of participants required GSO to engage in the experiential learning program. Furthermore, post-trip results indicated a significant increase in students' motivation to find alternative funding sources. Perceived benefits of direct experiential learning may have prompted an increased desire among students to identify additional financial support. Furthermore, qualitative data highlighted prominent financial barriers including medications, vaccines, packing expenditures, and visa fees, while family support, savings, and credit cards addressed these needs. Moreover, sociocultural apprehensions regarding language, social norms, and safety significantly declined after the experiential immersion, indicating enhanced self-efficacy. Lastly, facilitators important for improving program accessibility included financial support, pre-departure training, academic flexibility, health-and-safety considerations, and logistical guidelines. |
| Discussion/Conclusion | The present investigation addresses disparities in resources and financing to promote optimized innovations in global health experiential learning opportunities, particularly for equity-deserving groups. Enhanced financial models enable greater participation in experiential programs, thereby improving equitable collaboration across diverse global partners. Results can further inform university policy development and guide potential scaling-up for inclusive, long-term solutions that strengthen global health policy and practice through experiential learning programs. |
| Presenters and affiliations | Shadi Mousavi Nia Queen's University Shadi Mousavi Nia Queen's University Corrinne White Queen's University Jashmira Bhinder Queen's University Nimisha Grove Queen's University Julia Apolot Queen's University Tsegaw Geremew Belayneh Queen's University Shayne Belchos Queen's University Malek Benameur Queen's University Nikita Chopra Queen's University Kate Cruess Queen's University Alexandra Finn Queen's University Sarina Jeffcoat Queen's University Jayden Jeong Queen's University Swetlana Kumar Queen's University Briar McCaw Queen's University Emily Moar Queen's University Heeya Patel Queen's University Tyson Rudolf Queen's University Marlee Schwartz Queen's University Olivia Skinkle Queen's University Kaileigh Webber Queen's University Quintyn Zuber Queen's University Bailey Milne Queen's University Jennifer Carpenter Queen's University |
