Abstract

International health professionals seeking access to the Canadian labour market experience greater difficulties than their local counterparts. As a result, underemployment and failure to utilize the skills of new immigrants is a major problem. Distance education courses have been developed as a part of bridging programs to address apparent knowledge and experience gaps of international candidates. There is a current lack of evidence as to whether technology facilitates or acts as a barrier to students for whom English is a second language. <p> This research explored the impact of technology upon learning outcomes within multicultural health professional programs. A major conclusion of this research is that culturally sensitive distance education can be provided for non-traditional students if courses are specifically designed to address a cluster of learning and social needs.</p>