Premium
Benefits and Challenges of International Clinical Education from a US‐based Physiotherapist Faculty Perspective
Author(s) -
Pechak Celia,
Black Jill D.
Publication year - 2013
Publication title -
physiotherapy research international
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.509
H-Index - 49
eISSN - 1471-2865
pISSN - 1358-2267
DOI - 10.1002/pri.1556
Subject(s) - medical education , competence (human resources) , internationalization , international education , phone , cultural competence , psychology , medicine , pedagogy , higher education , political science , business , social psychology , law , linguistics , philosophy , international trade
The influence of internationalization on physiotherapist education in at least North American‐based programmes has become more apparent. Faculty and students have been involved in various international activities. One category of activities includes international clinical education (ICE), where students earn clinical education credit for their learning activities at international sites. Although this educational strategy appears to be increasingly used in at least the United States and Canada, the related literature is limited in scope. The purpose of this portion of the present study was to investigate the benefits and challenges of ICE for US‐based students, US‐based physiotherapy programmes and international partners from the perspective of US‐based faculty sending students for clinical education internationally. Methods Content analysis was used for this qualitative study. Fifteen US‐based faculty members who had experience in sending physiotherapist students for ICE were recruited. The primary researcher conducted semi‐structured phone interviews, averaging approximately 60 minutes in length. The primary and secondary researchers completed data analysis using NVivo 8 software (QSR International Inc., Cambridge, MA). Results Benefits of ICE to the students included exposure to alternate health systems, broadening of student perspectives and clinical competence. Challenges consisted of funding and possible language barrier. Increased visibility, expanded global perspective and faculty collaborations were benefits to the programme. Ensuring a quality learning experience was the greatest programme challenge. Benefits to the international site included education and faculty collaborations/exchanges; challenges were language, student clinical preparation and unfamiliarity with the student evaluation tool. Because the sample was limited to 15 US‐based faculty members, the results may not be relevant to all programmes inside or outside of the United States. Additionally, the study lacked perspectives from the students or international sites. Implication for Physiotherapy Practice The present study is an early step in the important examination of the impact of this emerging educational trend on physiotherapy education and practice. Copyright © 2013 John Wiley & Sons, Ltd.