Field-based learning in global migrant health: An evaluation of student learning outcomes

Abstract

Increased migration and im/migrant (i.e. migrant and immigrant) inequities, particularly during COVID-19, call for experiential global public health teaching to adequately prepare future leaders. We evaluated student perspectives on the benefits, drawbacks, and lessons learned from a migrant health field course in the U.S.Mexico border region. We analyzed qualitative data from reflexive diary-writing assignments and post-course evaluations from graduate and undergraduate students (N = 12). Students highlighted personal growth and reflexivity, professional development opportunities, and benefits and drawbacks of the immersive course design as key themes. Tri-national learning across Canada, Mexico and the U.S., and an interdisciplinary, cross-cultural learning model allowed for deeper understandings of globally relevant and politically and socially complex issues through community engagement and `real-world' approaches. Students described benefits of reflexive learning, bridging classroom-based learning with field experiences, and learning about community-engaged research in advancing im/migrant justice, though acknowledged challenges of intensive course design. Narratives highlighted unique needs in navigating challenges inherent in reflexive learning on sensitive topics, such as structural inequities faced by asylum seekers. This evaluation provides unique empirical evidence to inform future experiential learning opportunities rooted in equity-oriented approaches, which are crucial for advancing hands-on learning regarding global issues. Appropriate approaches must ensure ethical, respectful community engagement and ongoing support for students.

Increased migration and im/migrant (i.e. migrant and immigrant) inequities, particularly during COVID-19, call for experiential global public health teaching to adequately prepare future leaders. We evaluated student perspectives on the benefits, drawbacks, and lessons learned from a migrant health field course in the U.S.Mexico border region. We analyzed qualitative data from reflexive diary-writing assignments and post-course evaluations from graduate and undergraduate students (N = 12). Students highlighted personal growth and reflexivity, professional development opportunities, and benefits and drawbacks of the immersive course design as key themes. Tri-national learning across Canada, Mexico and the U.S., and an interdisciplinary, cross-cultural learning model allowed for deeper understandings of globally relevant and politically and socially complex issues through community engagement and `real-world' approaches. Students described benefits of reflexive learning, bridging classroom-based learning with field experiences, and learning about community-engaged research in advancing im/migrant justice, though acknowledged challenges of intensive course design. Narratives highlighted unique needs in navigating challenges inherent in reflexive learning on sensitive topics, such as structural inequities faced by asylum seekers. This evaluation provides unique empirical evidence to inform future experiential learning opportunities rooted in equity-oriented approaches, which are crucial for advancing hands-on learning regarding global issues. Appropriate approaches must ensure ethical, respectful community engagement and ongoing support for students.