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Volume 45, No. 2, 2015, pages 23-40  \nPreparing Students in Professional  \nPrograms for Rural Practice: A Case Study  \nJulia Brook, Neil Hobbs, Denise Neumann-Fuhr, Anne O’Riordan, Margo Paterson, & Jane Johnston  \nQueen’s University  \nMeagan Troop  \nUniversity of Guelph  \nAbstract  \nUnderstanding the supports and constraints available in rural communities is integral to the education of professionals who choose to practise in rural settings. Previous research has indicated that many professionals do not have an accurate understanding of rural contexts and how rural settings impact personal life and professional practice. To address this gap, an interprofessional course centring on professional practice in rural and remote communities was developed. This course was designed tobe reflective of rural practice, not only in content but also in the way the course was delivered. Findings from this case study indicated that students’ understanding of the complexity of rural settings was enhanced on multiple levels. The interactive and experiential nature of the course allowed students to develop working relationships that increased both their understanding of the value of interprofessional collaboration as well as the professional opportunities that are available in rural areas.  \nRésumé  \nComprendre les soutiens accessibles dans les communautés rurales et leurs contraintes fait partie intégrante de la formation des professionnels qui choisissent de pratiquer en milieu rural. Des recherches antérieures ontindiqué que de nombreux professionnels n’ont pas une compréhension adéquate des contextes ruraux ni des répercussions decesparamètres sur la vie personnelleet lapratique professionnelle. Pour combler cettelacune, un cours  \nCJHE / RCES Volume 45, No. 2, 2015  \nPreparing Students in Professional Programs for Rural Practice/  \nJ. Brook, N. Hobbs, D. Neumann-Fuhr, M. Troop, A. O’Riordan, M. Paterson, & J. Johnston  \n24  \ninterprofessionnel centré sur la pratique professionnelle dans les collectivitésrurales et éloignées a été créé . Ce cours se veut le reflet de la pratique rurale, non seulement dans son contenumais aussi dans sa façon d’être enseigné . Les résultats de cette étude de cas ont indiqué que la compréhension qu’ont les élèves de la complexité du milieu rural a été renforcée à plusieurs niveaux. La nature interactive et expérientielle du cours a permis aux étudiants de parfaire leurs relations de travail, ce qui a augmenté à la fois leur compréhension dela valeur de la collaboration interprofessionnelle ainsi que celle des occasions professionnelles disponibles dans les zones rurales.  \nIntroduction and Literature Review  \nUnderstanding the supports and constraints available in rural and remote communities is integral to the education of professionals who support those living in rural settings (Winters & Lee, 2010), since the concerns of professionals in rural areas are often different from urban-based professionals (Scharff, 2010; Shreffler-Grant & Reimer, 2010) . It may, infact, be reasonable to consider that learners in rural and remote communities have worldviews and cultures that are very different those of professionals choosing rural venues as practice settings (Martin, 2003; Durie, 1995). While programs that focus on recruitment to rural areas abound (c.f., Bettles, 2012; De Hoyos & Green, 2011), little attention is given to the particular skills required and experiences one may encounter when working in a rural area. Previous research has indicated that many professionals do not have an accurate understanding of how rural contexts and settings impact personal life and professional practice (Fisher & Fraser, 2010) . Furthermore, misunderstandings about rural culture may have an adverse effect on retention of professionals, and lead to high degrees of turnover and predictable problems with continuity of professional care. I","cbCaitU1oxqFunOU","https://ap.wps.com/l/cbCaitU1oxqFunOU","pdf",479572,18,"English","# Abstract\n# Résumé\n# Introduction and Literature Review\n# Defining Rurality","[{\"question\":\"What gap does the course aim to address?\",\"answer\":\"It addresses the gap that many professionals lack an accurate understanding of rural contexts and how rural settings affect personal life and professional practice.\"},{\"question\":\"How was the interprofessional course designed?\",\"answer\":\"It was developed to reflect rural practice not only in content but also in how the course was delivered, with an interactive and experiential approach.\"},{\"question\":\"What were the main findings from the case study?\",\"answer\":\"Students’ understanding of the complexity of rural settings improved at multiple levels, and the course strengthened working relationships that highlighted the value of interprofessional collaboration and rural professional opportunities.\"}]","Preparing Students in Professional Programs for Rural Practice - A Case Study | PDF",1792083409,45]