Physical Therapy Student Perceptions of a Global Health Service Learning Experience: A Qualitative Synthesis
Notice bibliographique
Résumé
Background and Purpose: In March 2019, eight physical therapy students (SPTs) from University of Puget Sound traveled to Zacapa, Guatemala to work with Hearts In Motion to deliver rehabilitation services and education for five days as part of a global health service learning experience (SLE). Throughout the SLE, students responded to journal prompts reflecting on their experiences. This analysis explores the impact of student experiences by identifying recurring themes in journal entries.\nMethods: Eight students provided written consent for analysis of personal journal entries. Three student reviewers completed a qualitative evaluation of journals using a constant comparative method. Reviewers used open coding to determine initial categories and axial coding to cross-link sub-textual themes.\nResults: Four themes emerged from the analysis: 1. Communication: Learning to communicate and build patient relationships while negotiating language and culture barriers, recognizing and addressing miscommunication, collaborating inter-professionally to provide meaningful care. 2. Clinical Development: Improving confidence with clinical skills and critical thinking, discovering resourcefulness, applying and integrating prior coursework. 3. Healthcare Disparities: Recognizing disparities in access to quality care and resources, promoting patient education in the absence of care continuity, responding to severe presentations. 4. Compassionate Empathy: Juggling reactive emotions with professionalism in response to trauma, overcoming feelings of hopelessness, desiring to make a positive impact, building human connection.\nConclusion: Student reflections indicate that this SLE allowed students to recognize healthcare disparities, build clinical and communication skills in an intercultural context, and show compassion in the face of trauma and hardship. These competencies are crucial to the professional development of novice practitioners and reflective of American Physical Therapy Association core values.\nReferences:\n1. Pechak C, Thompson M. International Service-Learning and Other International Volunteer Service in Physical Therapist Education Programs in the United States and Canada: An Exploratory Study. Journal of Physical Therapy Education. 2009;23(1):71- 79.\n2. Smith SN, Crocker AF. Experiential learning in physical therapy education. Adv Med Educ Pract. 2017;8:427-433. doi:10.2147/AMEP.S140373\n3. American Physical Therapy Association. Core Values for the Physical Therapist. http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/Ethics/CoreValuesEndo rsement.pdf. Published February 4, 2019. Accessed September 25, 2019.\n4. Haines J, Stiller C, Thompson K, Doherty D. Recent Graduates’ Perceptions of the Impact of a 1-Month International Service Learning Experience in Kenya During Their Physical Therapist Assistant Education. Journal of Physical Therapy Education. 2017;31(1):73-79.\n5. McMenamin R, McGrath M, D’Eath M. Impacts of service learning on Irish healthcare students, educators, and communities. Nursing & Health Sciences. 2010;12(4):499- 506. doi:10.1111/j.1442-2018.2010.00568.x\n6. Mu K, Coppard BM, Bracciano A, Doll J, Matthews A. Fostering cultural competency, clinical reasoning, and leadership through international outreach. Occup Ther Health Care. 2010;24(1):74-85. doi:10.3109/07380570903329628\n7. Reynolds P. How Service-Learning Experiences Benefit Physical Therapist Students’ Professional Development: A Grounded Theory Study. Journal of Physical Therapy Education. 2005;19(1):41-54.\n8. Sandoval A, Wildt-Bailey W, Roberts H. Global Health Perspectives in Physical Therapy Education: A Qualitative Report on a Service Learning Experience in Guatemala. Presented at the: Physical Therapy Research Symposium. 37; October 23, 2018. https://soundideas.pugetsound.edu/ptsymposium/37.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».