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International Service-Learning

Feedback From a Community Served

Haines, Jamie, PT, DScPT, NCS; Lambaria, Michele, PT, MSPT, NCS

Journal of Physical Therapy Education: September 2018 - Volume 32 - Issue 3 - p 273–282
doi: 10.1097/JTE.0000000000000038
Research Report

Introduction. Mutual benefit to participants and recipients of international service-learning (ISL) is often assumed by academic institutions when bringing medical/health care and education to underserved countries. Research documenting feedback from host communities is needed in all disciplines, including physical therapy. Overall, host communities seem to appreciate collaborations with ISL visiting teams; however, these communities may endure hardships unbeknownst to visiting partners such as reinforcement of negative attitudes, disruption of community relations and dynamics, interactions with culturally insensitive visitors, and poor quality care. The purpose of this study was to collect and document feedback from a host community after a 2-week ISL experience with Doctor of Physical Therapy (DPT) students and faculty.

Methods. Twelve community leaders who interacted daily with DPT students and faculty were interviewed. Individual interviews were completed and transcribed. The constant comparative method was used to generate themes.

Results. Overall, the community felt that their the interactions with the ISL team 1) improved local cultural attitudes about disability, 2) improved awareness of the role of physical therapy, 3) fostered strong, respectful relationships between the community and team, and 4) strengthened the desire to sustain the partnership.

Discussion and Conclusion. The host community was very satisfied with the partnership and wished to strengthen relationships for long-term sustainability. Recommendations for the ISL curriculum in physical therapist education were identified or reinforced from this study.

Jamie Haines is an assistant professor of physical therapy at Central Michigan University, Doctoral Program in Physical Therapy, Health Professions Building 1237, Mt. Pleasant, MI 48859 (haine1jj@cmich.edu). Please address all correspondence to Jamie Haines.

Michele Lambaria is a full-time clinician in the Genesee Intermediate School District Early Intervention Program.

The authors declare no conflicts of interest.

Received February 02, 2017

Accepted February 27, 2018

Copyright 2018 Education Section, APTA
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