Stepping into Country

How a Short Rural Immersion Transforms Medical Students' Perspectives

Authors

DOI:

https://doi.org/10.47381/aijre.v35i2.799

Keywords:

rural health, medical education, rural placement, transformative learning, health professional students

Abstract

The objective of the study was to evaluate the impact of a short-term Rural Immersion Week on medical students’ intentions to pursue rural practice and their transformative experiences. A mixed-methods study was implemented, combining pre- and post-surveys with quantitative and qualitative analysis. Quantitative data were analysed using descriptive statistics and paired t-tests, and qualitative responses were explored through thematic analysis guided by Mezirow’s Transformative Learning Theory. The study was conducted at Curtin Medical School, with the immersion program held in rural areas of Western Australia. A total of 113 second-year medical students participated, with 101 completing both pre- and post-surveys included in the analysis. Quantitative analysis showed a significant increase in intentions to work rurally (pre M = 3.77, SD = 0.90; post M = 4.16, SD = 0.90; t(100) = -5.61, p < .001) and apply to Rural Clinical School (pre M = 3.80, SD = 1.01; post M = 4.21, SD = 1.05; t(100) = -4.93, p < .001). Qualitative findings revealed transformative learning, including enhanced cultural awareness, empathy, and understanding of social determinants of health. The Rural Immersion Week significantly influenced students’ intentions to pursue rural practice and fostered transformative personal and professional growth. Short-term rural immersion programs are a promising strategy to inspire interest in rural healthcare careers.

Author Biographies

Anett Nyaradi, Curtin University

Dr. Anett Nyaradi is the Domain Lead for Health Advocacy at Curtin Medical School, Curtin University. With over a decade of experience in medical education, she is committed to fostering critical thinking, inclusion, and social accountability in future doctors. Her work focuses on embedding health advocacy across the curriculum to address health inequities and promote well-being for diverse communities. She also leads the development of fieldwork programs in the foundation years (Years 1–3) of the medical program, providing students with meaningful, community-engaged learning experiences.

Keith McNaught, Curtin University

Keith is currently Director Medical Program and Director  Health Equity within the Discipline of Medicine at Curtin Medical School.  Between July 2019 and February 2025, Keith was Rural Academic Lead at Curtin’s Kalgoorlie Rural Health Campus.

Keith has served in a number of senior leadership and executive director roles in the education and healthcare sectors. He has developed expertise in the leadership of major change projects, including the implementation of a total restructure of a regional university campus.  Keith has more than 50 peer-reviewed publications across healthcare and education

AIJRE 35(2) Cover Page

Downloads

Published

29-07-2025

How to Cite

Nyaradi, A., & McNaught, K. (2025). Stepping into Country: How a Short Rural Immersion Transforms Medical Students’ Perspectives. Australian and International Journal of Rural Education, 35(2), 108–126. https://doi.org/10.47381/aijre.v35i2.799

Issue

Vol. 35 No. 2 (2025): Improving Rural and Regional Student Experiences

Section

JOURNAL PAPERS

License

Copyright (c) 2025 Anett Nyaradi, Keith McNaught

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors contributing to The Australian and Internation Journal of Rural Education agree to publish their articles under a Creative Commons CC-BY 4.0 license, allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

Authors retain copyright of their work, with first publication rights granted to The Australian and International Journal of Rural Education.

Manuscripts submitted for publication should not have been published or submitted for publication elsewhere. It is the responsibility of authors to secure release of any copyright materials included in their manuscripts, and to provide written evidence of this to the editors. 

Papers are accepted on the understanding that they are subject to editorial revision. The Editorial Committee cannot guarantee that all contributions will be published nor give definite dates of publication. However, contributors will be advised if their papers are not accepted or if there will be a long publication delay.