Health education students in Norway and their responsiveness to diversity - possebilities within
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Original versionEuropean Journal of Public Health. 2018, 28 (Supplement 1), 119-119 https://doi.org/10.1093/eurpub/cky096
Objectives: There is little co-operation between ethnic minority and majority students in health education in Norway. The aim was to see if early intervention in the students first academic year would enhance co-operation leading to an integration of minority students in the classroom and enhance intercultural communication skills leading to increased cultural sensitivity. Methods: A systematic literature search and a document analysis of reflection notes was performed. By observation, data was collected on 47 students during their first semester training after the intervention. Results: Three themes were identified: Learning outcomes, experiences during initial group work and longitudinal results of the initial work group. The results showed that learning outcomes increased after the intervention for both the individual students and the group after 3 months and continued during the two years of observation. Data are based on a case study and therefore the level of empirical evidence in this setting is limited. Conclusions: Based on the results it can be proposed that group work in ethnically diverse working groups at the very beginning of a student’s tertiary academic career sets a standard of what is expected of students by cultivating requisite attitudes and skills, both individually and collectively and as a result strengthening progress in the area of health and medical professionalism.
1st World Congress on Migration, Ethnicity, Race and Health, 17-19 May 2018, Edinburgh