Jennifer Collins1, Elizabeth Clark, Connie Chau, Rose Pignataro. 1. Dep. of Physical Therapy, Adventist University of Health Sciences, 671 Winyah Dr., Orlando, FL 32803, USA. Tel 585-752-9520, fax 407-303-0874. Jennifer.collins@adu.edu.
Abstract
PURPOSE: Awareness of global issues and cultural competence are essential for health professions students. Educational programs utilize International Service Learning (ISL) to address global issues and diverse cultures. This study describes short- and long-term benefits of ISL on Doctor of Physical Therapy (DPT) students. PROCEDURES: The ISL included study of Ayurveda, clinical service, collaborative learning, and cultural activities. A mixed-methods design included the Cross Cultural Adaptability Index (CCAI) administered to 14 students pre- and post-ISL and qualitative analysis of reflective papers. Interviews of participants were completed 2 to 3 years later. FINDINGS: Overall CCAI scores showed a statistically significant difference of 0.001 (p<0.01) pre and post ISL. Three subscales also showed a statistically significant difference (p<0.01). Qualitative analysis of reflective papers revealed three categories of impact: environmental connectedness, personal growth, and professional growth. Interviews conducted years following the ISL indicate that participants attribute several aspects of their professional and personal way of being to the ISL, including the importance of whole person care. CONCLUSIONS: Studies have shown benefits to health professions students immediately following an ISL. This study demonstrates that benefits persist years later. The long-term impact strengthens the rationale for including ISL during professional education.
PURPOSE: Awareness of global issues and cultural competence are essential for health professions students. Educational programs utilize International Service Learning (ISL) to address global issues and diverse cultures. This study describes short- and long-term benefits of ISL on Doctor of Physical Therapy (DPT) students. PROCEDURES: The ISL included study of Ayurveda, clinical service, collaborative learning, and cultural activities. A mixed-methods design included the Cross Cultural Adaptability Index (CCAI) administered to 14 students pre- and post-ISL and qualitative analysis of reflective papers. Interviews of participants were completed 2 to 3 years later. FINDINGS: Overall CCAI scores showed a statistically significant difference of 0.001 (p<0.01) pre and post ISL. Three subscales also showed a statistically significant difference (p<0.01). Qualitative analysis of reflective papers revealed three categories of impact: environmental connectedness, personal growth, and professional growth. Interviews conducted years following the ISL indicate that participants attribute several aspects of their professional and personal way of being to the ISL, including the importance of whole person care. CONCLUSIONS: Studies have shown benefits to health professions students immediately following an ISL. This study demonstrates that benefits persist years later. The long-term impact strengthens the rationale for including ISL during professional education.