Abstract

Internationalism is becoming an increasingly prominent phenomenon in healthcare education. Growing evidence suggests that cultural and linguistic differences influence international students’ learning experiences, particularly in clinical learning environments. We suggest that both students and their mentors should be provided with education in culture and communication to prepare them for professional partnerships in the clinical learning environment. Students also require a well-planned orientation and enough time to adapt to cultural and linguistic differences during their clinical placements. Creating a pedagogical atmosphere which is supportive of cultural differences can enhance students’ success in clinical learning. Fostering intercultural sensitivity towards international students enables reciprocal learning to take place between mentors, clinical facilitators and students. Internationalism offers great opportunities for students to receive a richer education and become better professionals. However, educating international students well requires both careful planning of clinical education within the healthcare curriculum and training of clinical mentors to supervise international students effectively.