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Audette J.1, Peterson C.2, Svien L.3
1University of Rhode Island, Physical Therapy, Kingston, United States, 2University of the Pacific, Physical Therapy, Stockton, United States, 3University of South Dakota, Physical Therapy, Vermillion, United States
Background: International experiences (service-learning and others) are increasingly popular throughout higher education, and many physical therapy educational programs are adding international experiences and opportunities to their curricula. Development of these experiences aligns with the increasingly global nature of our profession. Therefore, providing opportunities for physical therapy students to experience diversity and increase their cultural competence is critical. One way to address these issues in academic programs is to offer international experiences as part of curricula or encourage participation in elective opportunities organized by physical therapy faculty. However, the proliferation of programs has raised ethical concerns and increased the potential for occurrence of adverse incidents. These ethical and risk related concerns are related to the development and purpose of the program, student and faculty preparation and participation, the quality of international host partnerships, and the interaction with the people served. Therefore thoughtful, diligent planning and preparation is critical to create experiences that are ethical, safe, sustainable, and meaningful.
Purpose: The purpose of this study was to examine current practices related to developing and providing international student opportunities, identify potential challenges and risks, discuss strategies to manage risk and promote optimal experiences, and to propose initial recommendations toward best practice guidelines.
Methods: A researcher-developed survey was distributed to 216 US physical therapist education programs and professional listservs. Fifty-six respondents (26%) who have developed, or are developing, international opportunities for students from physical therapy programs across the US returned the survey. Data were analyzed descriptively.
Results: Data include findings related to; faculty demographics and experience; faculty and program objectives; costs, funding, and curricular options; locations and partners; participant selection and preparation: risk management activities; and outcome measurement. In summary, the majority of respondents cited global understanding as critical to the PT profession, and the reason for involving students in international student learning. Knowledge of 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(s): 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 prior to, during, and after the experience are essential. Risk management guidelines and expectations would be beneficial. Preliminary guidelines are provided.
Implications: The results of this study can add greatly to what is known and provide best practice guidelines that should be considered by faculty developing international opportunities for students. This includes addressing risk management issues and ethical concerns while creating opportunities where participants are well-prepared with a clear purpose, clear objectives, and use of outcome measures.
Funding acknowledgements: Grant support provided by the University of Rhode Island, College of Human Science and Services.
Topic: Education
Ethics approval: Project approved by the University of Rhode Island, Institutional Review Board.
All authors, affiliations and abstracts have been published as submitted.
