Impact of a two week International service learning experience on doctor of physical therapy students

Michele Lambaria; Jamie Haines

Impact of a two week International service learning experience on doctor of physical therapy students

Michele Lambaria, Jamie Haines

Physical Therapy

Research output: Contribution to conference › Poster › peer-review

Abstract

Introduction/Clinical Relevance: Service-learning has been defined as an experiential learning pedagogy in which students participate in activities such as response to community needs, collaboration, meaningful service, reflection, and institutional commitment.1 Literature on the impact of experiential learning has demonstrated that students who participate in such activities are more satisfied with their educational programs2, have improved professional judgment3 and critical thinking4, take responsibility for their own learning5, and have increased motivation in clinicals and classes.4,6 The purpose of this study was to determine the perceived impact on classroom performance of doctor of physical therapy students after participating in a two-week international service learning experience in Roatán, Honduras. Methods: Individual interviews with nine students were conducted two semesters after participating in the trip. Data analysis using the constant comparative method was performed. Themes of impact were generated through consensus of investigators. Results: Improved communication, confidence, adaptability, and technical skills were identified as areas of improvement in classroom performance. Students felt that these improvements carried over into their subsequent clinical education experience. Students reported no change in preparation for class, test scores or study habits. Discussion: The data suggest that participating in international service learning may positively impact classroom behaviors desired in physical therapy programs and better prepare students for clinical education experiences. Conclusions: Immersion in an international service learning experience may be used as a tool in physical therapy curricula to promote characteristics that enhance learning for the classroom and clinic. ISL provides an avenue for teaching skills that are often challenging to improve in the classroom and are essential in clinical practice. Acknowledgments: Vessels of Mercy Clinic, Roatán, Honduras; Students who traveled to Roatán and participated in the research project; University of Michigan-Flint Doctor of Physical Therapy Program faculty and staff

Original language	English
State	Published - Feb 2016
Event	American Physical Therapy Association Combined Sections Meeting - Anaheim, CA Duration: Feb 1 2016 → Feb 28 2016

Conference

Conference	American Physical Therapy Association Combined Sections Meeting
Period	02/1/16 → 02/28/16

Cite this

@conference{1a92785d3d2e456bbfa54f804481865a,

title = "Impact of a two week International service learning experience on doctor of physical therapy students",

abstract = "Introduction/Clinical Relevance: Service-learning has been defined as an experiential learning pedagogy in which students participate in activities such as response to community needs, collaboration, meaningful service, reflection, and institutional commitment.1 Literature on the impact of experiential learning has demonstrated that students who participate in such activities are more satisfied with their educational programs2, have improved professional judgment3 and critical thinking4, take responsibility for their own learning5, and have increased motivation in clinicals and classes.4,6 The purpose of this study was to determine the perceived impact on classroom performance of doctor of physical therapy students after participating in a two-week international service learning experience in Roat{\'a}n, Honduras. Methods: Individual interviews with nine students were conducted two semesters after participating in the trip. Data analysis using the constant comparative method was performed. Themes of impact were generated through consensus of investigators. Results: Improved communication, confidence, adaptability, and technical skills were identified as areas of improvement in classroom performance. Students felt that these improvements carried over into their subsequent clinical education experience. Students reported no change in preparation for class, test scores or study habits. Discussion: The data suggest that participating in international service learning may positively impact classroom behaviors desired in physical therapy programs and better prepare students for clinical education experiences. Conclusions: Immersion in an international service learning experience may be used as a tool in physical therapy curricula to promote characteristics that enhance learning for the classroom and clinic. ISL provides an avenue for teaching skills that are often challenging to improve in the classroom and are essential in clinical practice. Acknowledgments: Vessels of Mercy Clinic, Roat{\'a}n, Honduras; Students who traveled to Roat{\'a}n and participated in the research project; University of Michigan-Flint Doctor of Physical Therapy Program faculty and staff",

author = "Michele Lambaria and Jamie Haines",

year = "2016",

month = feb,

language = "English",

note = "null ; Conference date: 01-02-2016 Through 28-02-2016",

}

TY - CONF

T1 - Impact of a two week International service learning experience on doctor of physical therapy students

AU - Lambaria, Michele

AU - Haines, Jamie

PY - 2016/2

Y1 - 2016/2

N2 - Introduction/Clinical Relevance: Service-learning has been defined as an experiential learning pedagogy in which students participate in activities such as response to community needs, collaboration, meaningful service, reflection, and institutional commitment.1 Literature on the impact of experiential learning has demonstrated that students who participate in such activities are more satisfied with their educational programs2, have improved professional judgment3 and critical thinking4, take responsibility for their own learning5, and have increased motivation in clinicals and classes.4,6 The purpose of this study was to determine the perceived impact on classroom performance of doctor of physical therapy students after participating in a two-week international service learning experience in Roatán, Honduras. Methods: Individual interviews with nine students were conducted two semesters after participating in the trip. Data analysis using the constant comparative method was performed. Themes of impact were generated through consensus of investigators. Results: Improved communication, confidence, adaptability, and technical skills were identified as areas of improvement in classroom performance. Students felt that these improvements carried over into their subsequent clinical education experience. Students reported no change in preparation for class, test scores or study habits. Discussion: The data suggest that participating in international service learning may positively impact classroom behaviors desired in physical therapy programs and better prepare students for clinical education experiences. Conclusions: Immersion in an international service learning experience may be used as a tool in physical therapy curricula to promote characteristics that enhance learning for the classroom and clinic. ISL provides an avenue for teaching skills that are often challenging to improve in the classroom and are essential in clinical practice. Acknowledgments: Vessels of Mercy Clinic, Roatán, Honduras; Students who traveled to Roatán and participated in the research project; University of Michigan-Flint Doctor of Physical Therapy Program faculty and staff

AB - Introduction/Clinical Relevance: Service-learning has been defined as an experiential learning pedagogy in which students participate in activities such as response to community needs, collaboration, meaningful service, reflection, and institutional commitment.1 Literature on the impact of experiential learning has demonstrated that students who participate in such activities are more satisfied with their educational programs2, have improved professional judgment3 and critical thinking4, take responsibility for their own learning5, and have increased motivation in clinicals and classes.4,6 The purpose of this study was to determine the perceived impact on classroom performance of doctor of physical therapy students after participating in a two-week international service learning experience in Roatán, Honduras. Methods: Individual interviews with nine students were conducted two semesters after participating in the trip. Data analysis using the constant comparative method was performed. Themes of impact were generated through consensus of investigators. Results: Improved communication, confidence, adaptability, and technical skills were identified as areas of improvement in classroom performance. Students felt that these improvements carried over into their subsequent clinical education experience. Students reported no change in preparation for class, test scores or study habits. Discussion: The data suggest that participating in international service learning may positively impact classroom behaviors desired in physical therapy programs and better prepare students for clinical education experiences. Conclusions: Immersion in an international service learning experience may be used as a tool in physical therapy curricula to promote characteristics that enhance learning for the classroom and clinic. ISL provides an avenue for teaching skills that are often challenging to improve in the classroom and are essential in clinical practice. Acknowledgments: Vessels of Mercy Clinic, Roatán, Honduras; Students who traveled to Roatán and participated in the research project; University of Michigan-Flint Doctor of Physical Therapy Program faculty and staff

M3 - Poster

Y2 - 1 February 2016 through 28 February 2016

ER -

Impact of a two week International service learning experience on doctor of physical therapy students

Abstract

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