Short-Term, Faculty-Led Study Abroad Program in Japan.

Context: Although cultural competencies in athletic training education exist, there are limited international athletic training educational opportunities available. Study abroad experiences help students gain international and multicultural perspectives. The lack of study abroad opportunities is more pronounced in non-English-speaking countries. Objective: The purpose of this article is to describe experiences with developing and conducting a short-term, faculty-led study abroad program in Japan. Essential elements and recommendations based on the study abroad program are interwoven throughout the article. Background: The diversity in the United States and among the collegiate student-athlete population has increased. However, the population of athletic training professionals does not match this diversity. This mismatch has increased attention to the demand to find ways to nurture cultural competencies in athletic trainers. Simultaneously with changes in the United States, growth of the athletic training profession and athletic training educational programs is noticeable in Japan and other non-English-speaking countries. A well-designed study abroad program can expose students to the unique perspectives of athletic training and/or related health care professions and nurture cultural competency. Recommendations(s): A short-term, faculty-led study abroad program should include an assistant and local facilitator, multiple site visits, at least a day without guidance from the program, an adequate balance between academic and cultural activities, program dinners, opportunities for students to present and share their experiences, and a focus on keeping the trip safe. Conclusion(s): The short-term, faculty-led study abroad program in Japan offered unique opportunities for athletic training students to gain knowledge of and an appreciation for athletic training in diverse cultures and to incorporate these experiences into their future personal and professional practice. Further information and data are required to provide an optimum education for students to learn and apply cultural competencies as health care professionals. [ABSTRACT FROM AUTHOR]