STUDENT’S IDENTIFIED SKILLS FOR ISL

Mark Drnach, PT, DPT, MBA, PCS

Kristine Grubler, PT, DPT

Rhonda Haley, PT, DPT, GCS, ATC

Wheeling Jesuit University

Wheeling, West Virginia USA

Discussion Objectives• How do you identify student learning goals for ISL?• How is your program structured to support those goals?• How do you evaluate those goals?• How are the outcomes used in program planning?

Structure of Service Learning• Development• Design• Implementation• Evaluation• Enhancement

Pechak C., & Thompson, M. (2009). A conceptual model of optimal international service-learning and its application to global health initiatives in rehabilitation. Physical Therapy Journal, 89: 1192-1204.

Wheeling Jesuit University

WJU’s Primary Educational Goals• Critical Thinking• Global Consciousness• Effective Communication• Ethical Decision Making• Creative Skills• Information Literacy• Leadership Skills

WJU defines “global citizen”• Key characteristics:

• Interconnectedness of people• Worth of the individual• Live in solidarity

WJU’s PT department defines “living in solidarity”

…is competent (knowledge), actively engaged (behavior) and effective (communication) in the provision of entry-level physical therapy services that transcend national borders and reflect an awareness (attitude) of the recipient or community’s cultural dynamics and needs.

SL Objectives• to articulate the history of the Jesuit mission as it relates

to the global community; (L)*• to identify attributes of his or her own culture and cultural

practices; (L)

SL Objectives• to understand and differentiate between at least three or

more cultures; (M)• to describe cultural responses (at least three) to a specific

situation; (M)• to analyze the intersection of his or her culture with

another culture(s), identifying when that perception is supportive or in conflict with his or her own cultural practices; (M)

SL Objectives• to analyze the interconnectedness between his or her

culture and different cultures with specific application to his or her current field of study; (H)

• to demonstrate behaviors consistent with service and civic responsibility at a local, regional, or global level. (H)

Community Partner Goals• Local

Wellness services

Physical labor

Appropriate interactions with clients• Regional

Physical labor

Public education on health issues• International

Validation

Consultation

Service delivery

Student Goals• Local

Implementation of basic skills• Regional

Public health education• International

Safety, communication, appropriate behaviors

Specific examination skills

Treatment and examination sequencing

Efficiency in clinical decision making

How does this curriculum support student goals?• Courses have objectives

• Initial objectives serve as guides

• Objectives cross cognitive, affective and psychomotor domains

• Consistency is found with:• Cultural awareness• Communication • Performance of skills

Student Expectations in the Program• Clinical Science Expectations

• Identify with the paper patient

• Demonstrate understanding of the cultural implications

• Have effective group discussions about the patient

• Pass a written test covering the objectives

• Pass an oral exam on patient management

Student Expectations in the Program• Physical Therapy Science Expectations

• Research the specific examination techniques

• Practice the hands-on skills

• Communicate for effective education on the most appropriate interventions

Safety with skills must be demonstrated in hands-on testing situations in order to move onto the next portion of the curriculum.

Student Expectations in the Program• Local Service Learning Expectations

• Demonstrate cultural understanding about the community partner

• Communicate appropriately with the individuals at the community partner

• Effectively perform the required tasks for the community partner

• Reflect on their performance while at the community partner

Student Expectations in the Program• Clinical Education Experiences Expectations

• Demonstrate cultural sensitivity when providing patient care

• Communicate effectively with all individuals at the clinical site

• Perform skills in a manner and quality consistent with established guidelines

Memorandum of Understanding

1. Who, What, When, Where, Why and How?

2. Established goals between the Academic Institution and the Community Partner

3. Reviewed and updated annually

Didactic Assessment Tools

1. Clinical Science:Feedback GridTutorial Minimal Observations Often SheetClinical Science Professional Behaviors Self AssessmentProfessional Behaviors for the 21st CenturyOral exam

2. Physical Therapy Science:Observation of clinical skillsSafety emphasized

Exam Questions

True or False?  According to the WHO, disability, on a global level, is not directly associated with a person’s socio-economic status.•             a.  This statement is true.•             b.  This statement is false. *

True or False?  The inclusion of advance directives and living wills in healthcare is commonly practiced and accepted in the Western Hemisphere. •             a.  This statement is true.•             b.  This statement is false.  *

Exam Questions

The role of the godparent in the family and in making significant decisions that affect the family, such as healthcare decisions, is a common cultural practice in which of the following cultures?•             a.  Amish        •             b.  Asian•             c.  Hispanic *•             d.  All of the above.

Exam Questions

True or False?  Culturally, people in the USA and Latin America treat physical therapists with the same level of respect and level of authority when encountering them in the clinical setting.•             a.  This statement is true.•             b.  This statement is false. *

Local Service Learning

1. MOU

2. Reflection on the experience

Clinical Education Assessment Tools

1. Clinical Performance Instrument

2. Focus Group Follow Up

International Service Learning Assessment Tools

1. Modified Clinical Performance Instrument

This form rates the student’s performance on Safety, Communication, Cultural Competence, and one goal of the student’s choice.

2. Daily Oral Reflections on specific readings and/or points of interest.

3. The student’s goals are designed and supported by the learning experiences at each specific community partner.

Thank you

Program

Community Partner

Student