Jennifer Bessette1, Chantal Camden1,2. 1. School of Rehabilitation, Faculty of Medicine and Health Sciences. 2. Centre de recherche du Centre Hospitalier Universitaire de Sherbrooke, Sherbrooke, Que.
Abstract
Purpose: The authors identify the recommended pre-departure training (PDT) practices for physiotherapy students participating in a global health experience (GHE): both the content to be covered and the preferred learning methods to be used. They also discuss the implications of these recommendations for the physiotherapy field. Method: A scoping review of scientific and grey literature was performed to identify the recommended PDT practices. A thematic analysis was then performed to identify emerging themes. Results: The recommended PDT content broke down into the following areas: global health knowledge; ethics, introspection, and critical thinking; cultural competency; cross-cultural communication; placement-specific knowledge; and personal health and safety. The recommended learning methods were a combination of didactic, reflective, and experiential components that would enhance knowledge, develop cross-cultural skills, and address attitudinal changes. Conclusion: The growing participation of Canadian physiotherapy students in GHEs requires universities to adequately prepare their students before they leave to mitigate moral hazards. Given that little empirical research has been published on the effectiveness of PDT, the authors encourage collaborative efforts to develop PDT and evaluate its effectiveness for students and its impact on host communities.
Purpose: The authors identify the recommended pre-departure training (PDT) practices for physiotherapy students participating in a global health experience (GHE): both the content to be covered and the preferred learning methods to be used. They also discuss the implications of these recommendations for the physiotherapy field. Method: A scoping review of scientific and grey literature was performed to identify the recommended PDT practices. A thematic analysis was then performed to identify emerging themes. Results: The recommended PDT content broke down into the following areas: global health knowledge; ethics, introspection, and critical thinking; cultural competency; cross-cultural communication; placement-specific knowledge; and personal health and safety. The recommended learning methods were a combination of didactic, reflective, and experiential components that would enhance knowledge, develop cross-cultural skills, and address attitudinal changes. Conclusion: The growing participation of Canadian physiotherapy students in GHEs requires universities to adequately prepare their students before they leave to mitigate moral hazards. Given that little empirical research has been published on the effectiveness of PDT, the authors encourage collaborative efforts to develop PDT and evaluate its effectiveness for students and its impact on host communities.
Keywords:
culture; global health; pre-departure training
Authors: Christina Cassady; Rehana Meru; Nga Man Carmen Chan; Julie Engelhardt; Michelle Fraser; Stephanie Nixon Journal: Physiother Can Date: 2014 Impact factor: 1.037