Development of a Global Clinical Education Experience through Collaborative Partnership

Purpose : Physical therapy education strives to prepare competent practitioners for emerging health care environments, including global health care.1 Therapists who participate in international practice demonstrate core values of cultural competence and social responsibility.2 The question is whether enhanced development of these core values is possible through international clinical experiences in entry-level professional programs through clinical education and/or service learning. However, there are many technical and logistical issues to be resolved in integrating these experiences so they fulfill requirements for entry-level professional education.3 The purpose of this report is to describe how one university developed an international clinical education experience for students by partnering with an organization that develops global learning experiences.Description : Amizade is an organization dedicated to promoting global learning experiences which are community-driven, deliberate, immersive and reflective. Medical, nursing and pharmacy students at the university were participating in international, health-related service learning through Amizade at various sites. The ACCE met with Amizade liaisons to discuss opportunities for physical therapy students. The existing relationship and contractual agreement with the university provided a necessary legal framework. Dates of international health care placements for the upcoming year were discussed to determine which experiences aligned with the clinical education schedule. A student was selected who had expressed interest and his clinical education was structured so all requirements (acute care, outpatient, and post-acute setting) were met prior to this rotation. The Amizade coordinators sought physical therapy preceptors who were qualified and willing to host a student. The ACCE and Amizade liaisons determined living arrangements, schedule, clinical settings, patient population, and student integration into the practice setting. The student also participated in on campus meetings to discuss requirements such as immunizations and language acquisition. Prior to the experience, the student was provided with requirements from the ACCE including a preceptor evaluation procedure. The ACCE had ongoing communication with the student, preceptor, and the Amizade staff throughout the four-week rotation.Summary of Use : Key results from the experience included scores of 10 on cultural competence and professionalism dimensions of a modified CPI. The student was also exposed to a different health system and delivery of interprofessional care on a medical boat traveling on the Amazon. International clinical experiences are often excellent ways to develop interprofessional competencies.4Importance to Members: Proposed guidelines for international clinical education were recently published in Physical Therapy.5 The steps used by our university in developing an interprofessional, international clinical education experience through partnership with a non-profit agency may provide guidance for other institutions.

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  • Control #: 2025092
  • Type: Poster
  • Event/Year: CSM2015
  • Authors: MaryBeth Mandich, Elizabeth Nardella, Mia L. Erickson
  • Keywords: clinical education|global|interprofessional

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