Toward Optimizing Global Learning Opportunities for US Physical Therapy Students: A Description of Current Practices and Initial Recommendations

Abstract

Purpose. To examine and describe the structure, curricular objectives, and outcome measurement practices of faculty developing and providing international opportunities in physical therapy education programs and to provide guidance and initial recommendations for faculty. Background. Physical therapy educational programs are adding international opportunities as a way to address the increasingly global nature of the profession. Guidelines to enhance practice, optimize the experience, and provide structure for managing risk are warranted. Methods. A researcher-developed survey was distributed to 216 physical therapy education programs and professional listservs. Respondents from 56 programs (26%) returned the survey. Data were analyzed descriptively. Results. Most respondents cited global understanding as critical to the physical therapy profession, and the reason for involving students in global learning opportunities. Knowledge of the host site, sustainability, and potential strength of partnership were cited as the most important factors when choosing an international community partner. Risk management efforts included supplemental insurance, availability of emergency contact information, safe transportation and housing plans, and plans for adverse occurrences. Conclusion. This study supplements previous literature in designing international student experiences. Activities addressing clear purposes and expected outcomes for all participants, including the community partner, and the university-community partnership before, during, and after the experience are essential.

A multisite cross-sectional study of intercultural competencies in doctor of physical therapy students

“…These results are consistent with published research reporting the positive impact of ILEs on ICC in healthcare students, suggesting a positive return on investment of resources to build high quality ILEs within healthcare academic programs [ 32 , 33 ]. The Association of American Colleges and Universities has designated ILEs as a High Impact Practice [ 34 ] and yet less than 50% of DPT programs in the US provide these opportunities [ 19 ]. Embedding ILEs in PT curricula would afford students an opportunity to practice and receive feedback on culturally responsive care in culturally rich and complex environments.…”

“…To meet objectives related to ICC, physical therapy academic programs are increasingly offering intercultural learning experiences (ILEs), within clinical education, service-learning courses and elective activities. In a survey of DPT academic programs, 77.8% of respondents reported offering an ILE [ 19 ]. Some DPT programs offer ILEs in response to students’ desire to study abroad.…”

“…Some DPT programs offer ILEs in response to students’ desire to study abroad. Many ILEs lack clear goals and student learning objectives [ 19 ]. In a study of 56 DPT programs only 55% of the programs with ILEs assessed student learning outcomes and reported using student assignments as the source of assessment [ 19 ].…”

Assessing cultural competence: a comparison of two measures and their utility in global learning experiences within healthcare education

“…Decisions to adopt an assessment tool are frequently based on convenience, cost, and training requirements rather than best fit for the learning experience and desired outcomes. Many academicians choose to create their own surveys due to the overwhelming nature of the decision and the inability to sustain costs associated with the measures [10]. Assessing student CC calls for summative and formative assessment approaches [8].…”