Pharmacy students' awareness of and interest in pharmacy-related international educational/study abroad programs

American Journal of Pharmaceutical Education, Spring 2000 by Mashburn, Jay H, Brown, Carolyn M

This study examined pharmacy students' interest in pharmacy-related international educational/study abroad programs. The objectives of this study were four-fold: (i) to establish the level of awareness/exposure of pharmacy students to international educational programs; (ii) to determine students' likelihood of participation; (ih) to identify students' perceived barriers/obstacles associated with international educational programs; and (iv) to explore relationships between students' likelihood of participation and students' demographic characteristics. Two hundred ninety-seven pharmacy students responded to a questionnaire administered to baccalaureate and Doctor of Pharmacy students. The majority of pharmacy students was not currently aware of pharmacy-related study abroad programs and was not interested in participating. Students would more likely participate in a program if it was fully funded, conducted in English, selected by the students from a list of choices and/or was equivalent to U.S. pharmacy clerkships regarding university credit. Pharmacy students' likelihood to participate in pharmacy-related international education differed based on ethnic background and multilingual abilities.

INTRODUCTION

The number of international students studying in the United States exceeds that of U.S. students studying in other countries(1). The ratio is four to one. In 1995-1996, nearly ninety thousand American students earned college credit while studying abroad. This was almost a six percent increase over the previous year. According to the international education literature, this increase in the number of students studying abroad continues to be a "decade-long" trend. However, the number of U.S. students studying abroad while still enrolled in U.S. colleges only represents one percent of the total enrollment in U.S. colleges and universities.

The majority of students who traveled abroad in 1995 to 1996 primarily studied in the areas of the social sciences and humanities, business, and foreign languages. Only two percent obtained an international experience through a health science study abroad program, despite the fact that global awareness is becoming increasingly important in many health professions. The small percentage of U.S. students studying abroad through a health science study abroad program may reflect U.S. students' lack of interest or access to health-related international educational programs. America's contribution to global healthcare may be hindered or threatened if institutions of higher learning do not provide future healthcare professionals with the necessary tools for living and/or working in a world of diverse cultures.

International Education Exchange

In 1988, the American Council on Education reported that more than SO percent of U.S. colleges and universities showed increases in international courses taught on campus, in opportunities for students and faculty to study abroad and in hiring new faculty with international experience(2). Some countries do better than others in promoting programs which encourage student and faculty mobility, as well as in urging students to learn and experience cultures, languages, and other worldly ideas(3,4). This increased attention on international education has resulted in a steady increase in the number of American students either studying abroad or enrolling in campus courses with an international focus. In an effort to strengthen college students' educational experiences, the health professions are now broadening their boundaries by developing their own specialized international educational programs. Medical, nursing, public health, pharmacy, and other health disciplines have now created cross-cultural programs focusing on international health(9,15).

Increasing the interest and participation of U.S. students studying abroad have been observed by U.S. colleges and universities. Statistics show that more and more institutions have international offices(1). Although the extant literature focusing on specific dimensions of international education is scarce, a few empirical studies provide some insight into students' interest and participation(5,6). The international education literature suggests approximately four areas of interest for international programs: (i) personal growth; (ii) general education; (iii) special education enhancement; and (iv) international understanding(7).

In 1987, the Study Abroad Articulation Project (SAAP) was launched to strengthen international education in the undergraduate curricula in the U.S. by making study abroad more essential and accepted within the existing curricula(6). A group of college students who studied abroad reported various reasons for doing so including: to experience another culture, to improve their foreign language skills, to live in a foreign land and meet other people, to travel, and to gain another perspective on their home country.

However, all students reported little awareness of specific study abroad programs, such as student-only and student-faculty programs. Blau indicated that liberal arts students reported other reasons for interest in study abroad programs, such as boosting career opportunities, utilizing the international experience in professional life, and becoming familiar with subject matter not available at their U.S. institution(8). Other factors such as program promotion, situational dynamics, and characteristics of respondents may also have affected levels of interest in international programs, but were not examined. The majority of students who are most interested tend to be primarily single women majoring in liberal arts/humanities(1,3,68).