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<p>In Canada, immigrants are a&#xa0;new demographic in work-integrated learning, such as practicums and preceptorships. While work-integrated learning is widely acknowledged as an effective strategy for preparing students for employment, little research has examined the experiences of immigrants in WIL. This paper addresses this gap with a&#xa0;study of internationally educated health professionals. It highlights the benefits and challenges that internationally educated health professionals faced in work-integrated learning. This paper extends work-integrated learning scholarship by centring immigrants as diverse adult learners and recognitive justice. It emphasises the need to reconceptualise work-integrated learning to better support experienced immigrant professionals in accessing and integrating into regulated professions.</p>

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Centring adult learners and recognitive justice: work-integrated learning for internationally educated health professionals in Canada

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月21日

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  • Hongxia Shan,
  • Jiin Yoo

摘要

In Canada, immigrants are a new demographic in work-integrated learning, such as practicums and preceptorships. While work-integrated learning is widely acknowledged as an effective strategy for preparing students for employment, little research has examined the experiences of immigrants in WIL. This paper addresses this gap with a study of internationally educated health professionals. It highlights the benefits and challenges that internationally educated health professionals faced in work-integrated learning. This paper extends work-integrated learning scholarship by centring immigrants as diverse adult learners and recognitive justice. It emphasises the need to reconceptualise work-integrated learning to better support experienced immigrant professionals in accessing and integrating into regulated professions.