Assessing and Comparing Global Health Competencies in Rehabilitation Students
Table 4
Learning needs in global health for physiotherapy and occupational therapy students in Ontario, Canada.
Learning needs in global health
Physiotherapy (%)
Occupational therapy (%)
Pearson chi-square
Health risks associated with travel and migration, with emphasis on possible risks and appropriate management, including referrals
Not important
0 (0)
0 (0)
Somewhat important
16 (64)
9 (36)
0.12
Neutral
7 (28)
18 (72)
Important
24 (40.7)
35 (59.3)
Very important
16 (40)
24 (60)
Extremely important
4 (36.4)
7 (63.6)
Knowledge about how travel and trade contribute to the spread of communicable diseases
Not important
0 (0)
0 (0)
Somewhat important
9 (42.9)
12 (57.1)
0.86
Neutral
9 (33.3)
18 (66.7)
Important
27 (45.8)
32 (54.2)
Very important
15 (45.8)
20 (57.1)
Extremely important
7 (38.9)
11 (61.1)
Relationship between health and social determinants of health, and how social determinants vary across world regions
Not important
0 (0)
0 (0)
Somewhat important
3 (75)
1 (25)
0.03
Neutral
5 (62.5)
3 (37.5)
Important
28 (53.8)
24 (46.2)
Very important
17 (32.7)
35 (67.3)
Extremely important
15 (31.3)
33 (68.8)
Relationship between access to clean water, sanitation, and nutrition on individual and population health
Not important
2 (50)
2 (50)
0.03
Somewhat important
4 (40)
6 (60)
Neutral
5 (55.6)
4 (44.4)
Important
18 (36)
32 (64)
Very important
9 (20.9)
34 (79.1)
Extremely important
30 (62.5)
18 (37.5)
Understand the relationship between health and human rights
Not important
1 (50)
1 (50)
0.28
Somewhat important
2 (66.7)
1 (33.3)
Neutral
4 (50)
4 (50)
Important
18 (43.9)
23 (56.1)
Very important
14 (27.5)
37 (72.5)
Extremely important
29 (47.5)
32 (52.5)
Knowledge about how global health institutions (e.g., WHO, other United Nations agencies, and global institutions) influence health in different world regions through funding and policy