Physical Therapy Education: The Feasibility of International Collaborative Assignments Using E-mail

Journal of Physical Therapy Education, Spring 2004 by Williams, Marie, Feldman, Robert

While this learning task wax well received and student feedback indicated that it highlighted and developed an understanding of international management, a major difficulty reported by greater than half of the student cohort was locating, accessing, and receiving timely responses from international colleagues. One of the international physical therapist educators contacted hy a number of Australian physical therapist students was sufficiently intrigued by this educational approach that he contacted the lecturer responsible for this learning task to inquire further about the educational aims and process. Following further discussion, it became apparent mat an opportunity existed for the development of an international collaborative assignment that would be relevant to Australian and American physical therapist students, would form part of the assessable components within respective courses, and would overcome the difficulties of locating and accessing an international colleague.

PROCEDURE/METHODS

During the first 6 months of 2000, the two physical therapist educators (Marie Williams, UniSA, and Robert Feldman, University of the Sciences in Philadelphia [USP]) developed the learning task and the processes and procedures relating to dissemination of Information, allocation of student groups, scheduling, and assessment criteria. The two educators developed five client scenarios covering the areas of multitrauma, exercise decondiUoning, lung volume reduction surgery, pediatric cystic fibrosis, and spinal cord injury. All scenarios included patient information, current signs and symptoms, and the results of relevant medical investigation. The learning task formed part of the assessable components for the course "Cardiorespiratory Physiotherapy 300" (UniSA-third year of a 4-year degree) and the course "Cardiopulmonary Evaluation and Treatment 611" (USP-Ofth year of a 5-yeaf degree).

Upon commencement of these two courses during the second 6 months of 2000, all students were invited to nominate two similarities and two differences between physical therapy as practiced in Australia and America. Information was then provided both verbally and in writing concerning the collaborative assignment between Australia and America within the respective physical therapy courses.

Student allocation to learning task groups was undertaken randomly by the educators. Due to the disparity in student enrollments between the two programs, students were allocated to groups of two or three where one student from UniSA was grouped with one to two students from USP. A list of the groups including individual names and e-mail addresses and which patient scenario each group would explore were posted on secure electronic notice boards within each university (Intranet [USP] and UniSAnet [UniSA]). Only students enrolled within these courses had access to these lists. Students were informed that in either university misuse of electronic communication systems or electronic harassment would he dealt with according to university policy. In addition, all students were required to review the guidelines for the use of electronic communication systems, the definition of harassment, and the inappropriate use of these systems. All members of the group were required to communicate by e-mail; to access, present, and discuss information relevant to the assignment; and to create one document for submission to both the UniSA and USP course coordinators.