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

Abstract 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.