Copyright (c) 2009 All rights reserved. http://works.bepress.com/celia_pechak Recent documents in Celia M Pechak en-us Tue, 15 Dec 2009 15:02:14 PST 3600 http://works.bepress.com/celia_pechak/7 http://works.bepress.com/celia_pechak/7 Wed, 21 Oct 2009 15:44:22 PDT Celia M. Pechak http://works.bepress.com/celia_pechak/6 http://works.bepress.com/celia_pechak/6 Wed, 21 Oct 2009 15:42:54 PDT Celia M. Pechak http://works.bepress.com/celia_pechak/5 http://works.bepress.com/celia_pechak/5 Wed, 21 Oct 2009 15:38:54 PDT Celia M. Pechak Physical Therapy & Global Health http://works.bepress.com/celia_pechak/4 http://works.bepress.com/celia_pechak/4 Wed, 21 Oct 2009 15:13:43 PDT Celia M. Pechak Physical Therapy & Global Health http://works.bepress.com/celia_pechak/3 http://works.bepress.com/celia_pechak/3 Wed, 21 Oct 2009 14:51:44 PDT Celia M. Pechak Physical Therapy & Global Health http://works.bepress.com/celia_pechak/2 http://works.bepress.com/celia_pechak/2 Wed, 21 Oct 2009 14:39:19 PDT Background. There is growing involvement by US clinicians, faculty members, and students in global health initiatives, including international service-learning (ISL). Limited research has been done to examine the profession's increasing global engagement, or the ISL phenomenon in particular, and no research has been done to determine best practices. This study was intended as an early step in the examination of the physical therapy profession's role and activities in the global health arena within and beyond academics.Objectives. The purposes of this study were: (1) to identify and analyze the common structures and processes among established ISL programs within physical therapist education programs and (2) to develop a conceptual model of optimal ISL within physical therapist education programs.Design. A descriptive, exploratory study was completed using grounded theory.Methods. Telephone interviews were completed with 14 faculty members who had been involved in international service, international learning, or ISL in physical therapist education programs. Interviews were transcribed, and transcriptions were analyzed using the grounded theory method.Results. Four major themes emerged from the data: structure, reciprocity, relationship, and sustainability. A conceptual model of and a proposed definition for optimal ISL in physical therapist education were developed. Seven essential components of the conceptual model are: a partner that understands the role of physical therapy, community-identified needs, explicit service and learning objectives, reflection, preparation, risk management, and service and learning outcome measures. Essential consequences are positive effects on students and community.Conclusions. The conceptual model and definition of optimal ISL can be used to direct development of new ISL programs and to improve existing programs. In addition, they can offer substantive guidance to any physical therapist involved in global health initiatives. Celia M. Pechak Physical Therapy & Global Health http://works.bepress.com/celia_pechak/1 http://works.bepress.com/celia_pechak/1 Wed, 21 Oct 2009 14:28:59 PDT Background and Purpose. Reflecting increasing globalization, some physical therapist educators are incorporating international service and learning opportunities in curricula. This study had 3 purposes: (1) to determine the frequency/location of international service-learning (ISL) and other international volunteer service (OIVS) in United States and Canadian physical therapist education programs; (2) to explore the program differences between those with and without ISL or OIVS; and (3) to examine faculty's perceptions of barriers to and benefits of ISL.Subjects. The program directors from 213 physical therapist education programs in the United States and Canada were surveyed.Methods. A questionnaire was developed, frequencies were calculated, and chi-square analysis was utilized to compare programs with and without ISL and/ or OIVS.Results. Ninety-five questionnaires were returned, for a response rate of 44.6%. In the past 10 years, 29.5% of the programs had ISL, 23.2% had OIVS, and 43.2% had ISL and/or OIVS. Of those that did not utilize ISL in the past 10 years, 14.9% planned to add ISL in the next 2 years. No significant differences were found between the programs with ISL and/or OIVS compared to those without either ISL or OIVS in terms of private versus public, Carnegie classification, and professional degree. Lack of funding and faculty time were the greatest perceived barriers. The greatest perceived benefits of ISL were positive effect on student personal development and cultural competence.Discussion and Conclusion. Despite significant barriers, ISL exists in United States and Canadian physical therapist education programs, and modest growth is expected. Perceived benefits are consistent with core professional values of altruism, professional duty, and social responsibility. With the transition towards a doctoring profession, programs may consider promoting physical therapy's role in the global health arena through incorporating ISL into their curricula. Celia M. Pechak Physical Therapy & Global Health