Global Learning Experiences, Interprofessional Education, and Knowledge Translation: Examples From the Field

There is strong support for the use of firsthand learning for students to apply classroom/didactic skills and to accomplish measurable outcomes beyond what formal academic programs generally provide.[1][2][3] This type of learning may take various forms, depending on the purpose, location, timing, curriculum, program requirements, financial considerations, and perhaps others.The length of the experience appears secondary to its intensity.[4][5][6][7] Although one may choose settings for total immersion either within the United States or abroad, this article focuses on 3 global experiences with similar goals; each with a focus on interprofessional (IP) team composition and interactions.The experiences took place on 3 different continents: Malawi in southeastern Africa (2014 and 2015), Brazil, in South America (2015), and Hong Kong, in China (2014 and 2015).Student and faculty teams each represented 2 to 3 disciplines from the following University of Maryland, Baltimore (UMB) professional schools: Dentistry, Nursing, Social Work, and Medicine (Physical Therapy).The size of each team was 1 to 2 faculty and 3 to 4 students.Funding was provided by the UMB Centers for Global Education Initiatives and Interprofessional Education.Built on a framework of structured and unstructured encounters, these global experiences highlighted activities in 3 categories (Fig. 1): preimmersion (before the experience), immersion (during the experience), and postimmersion (after the experience).Based on student and faculty comments, these 3 examples appeared to have had a

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