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- 1. 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
- 2. 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?
- 3. 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.
- 5. WJU’s Primary Educational Goals • Critical Thinking • Global Consciousness • Effective Communication • Ethical Decision Making • Creative Skills • Information Literacy • Leadership Skills
- 6. WJU defines “global citizen” • Key characteristics: • Interconnectedness of people • Worth of the individual • Live in solidarity
- 7. 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.
- 8. 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)
- 9. 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)
- 10. 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)
- 11. 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
- 12. 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
- 13. 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
- 14. 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
- 15. 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.
- 16. 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
- 17. 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
- 18. 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
- 19. Didactic Assessment Tools 1. Clinical Science: Feedback Grid Tutorial Minimal Observations Often Sheet Clinical Science Professional Behaviors Self Assessment Professional Behaviors for the 21st Century Oral exam 2. Physical Therapy Science: Observation of clinical skills Safety emphasized
- 20. 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. *
- 21. 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.
- 22. 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. *
- 23. Local Service Learning 1. MOU 2. Reflection on the experience
- 24. Clinical Education Assessment Tools 1. Clinical Performance Instrument 2. Focus Group Follow Up
- 25. 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.
Editor's Notes
- 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.
- LIFE, LEADERSHIP, SERVICE WITH AND AMONG OTHERS The Jesuit tradition of excellence in education and service to others guide all the programs at WJU
- The Wheeling Jesuit University faculty developed and approved seven Primary Educational Goals which include the following: Develop Critical Thinking Skills (2010): Critical thinking is reasonable, reflective investigation, interpretation, and judgment that fosters intelligent decision-making because it is sensitive to context, relies on criteria and is mindful of alternatives. Global Consciousness (2011): A way of thinking and interacting with our world that acknowledges our interconnectedness and interdependence while respecting the dignity of the individual. Develop Effective Communication Skills (2011): It is sustained activity on the part of the individual with a conscious intent to be a sender or receiver of a message. An effective communicator crafts an audience-centered, context-sensitive message that conveys thoughts, knowledge, and feelings so that others can understand them. Foster Ethical Decision Making (2012): Ethical decision-making entails the ability to recognize moral issues, and to decide a prudent course of action derived from principles that foster the individual and common good. As a Jesuit university, we emphasize the dignity of the human person. This foundational ethic leads us to treat all persons with respect and promotes the realization of the human potential in ourselves and others affected by our actions. Develop Creative skills (2012): Through hypothesis testing, trial and error, or improvisation, a student demonstrates creative skills by challenging the rules, methods or assumptions on which the student has formerly relied in order to arrive at new and satisfactory solutions to problems. Creative skill ultimately involves imaginative, artistic or intellectual inventiveness that could lead to a unique contribution to the discipline. Exhibit Information Literacy in Problem-Solving & Innovation (2013): Exhibit a set of skills that enable one to recognize what information is needed, know where and how best to access information, and to evaluate the reliability of information, using canons of internal and external consistency. Develop Leadership Skills (2013): Develop the capability of motivating individuals and engaging resources for shared goals of a group, organization or community by clarifying strategies, encouraging members to interact and respond, and assuming responsibility for the direct results and overall achievement of the group.
- The global citizen understands the interconnectedness of human cultures and the dignity and worth of each individual. This realization causes the global citizen to live in solidarity with the human race despite the specific nation state in which he or she resides.
- To further expand on this definition the WJU Department of Physical Therapy believes that a student who lives 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. Mark add reference to words in italics: Refer back to PEG to show the thread
- The following characteristics will be evident in the Wheeling Jesuit University student. The student will be able: 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) 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) 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) * Taxonomic levels of low (L), medium (M), and high (H) are based on the Major Categories in the Taxonomy of Educational Objectives (Bloom 1956).
- The following characteristics will be evident in the Wheeling Jesuit University student. The student will be able: 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) 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) 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) * Taxonomic levels of low (L), medium (M), and high (H) are based on the Major Categories in the Taxonomy of Educational Objectives (Bloom 1956).
- The following characteristics will be evident in the Wheeling Jesuit University student. The student will be able: 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) 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) 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) * Taxonomic levels of low (L), medium (M), and high (H) are based on the Major Categories in the Taxonomy of Educational Objectives (Bloom 1956).
- Objectives – model what is expected for Physical Therapy students BS for cognitive PTS for psychomotor and beginning of affective CS promotes communication in groups All patient cases have a cultural component that must be addressed such as: All students are required to demonstrate hands-on skills for correctness (psychomotor) and with proper communication (affective) such as: Safety awareness modeled with hands-on practicals (check-outs and OSCEs) Particular patient – effective communication and ability to complete the task while maintaining safety
- KRISSY – YOU START HERE HIT DUPLICATE ON THE LAST SLIDE TO KEEP THE LOGO AND THE TYPE SET CONSISTENT