Perceived Impact on Physical Therapist Students of an International Pro Bono Clinical Education Experience in a Developing Country

Journal of Physical Therapy Education, Fall 2004 by Sawyer, Karen L, Lopopolo, Rosalie

It was such a big experience, beyond anything that you could say.... I didn't want people to misunderstand what it was, because it was so important to me, so much more than just any one thing. (F:333-334340-342)

Expanded Worldview

Expanding the students' worldviews came about by immersion in the Jamaican culture and by the experiential learning that living and practicing physical therapy in Jamaica facilitated. Understanding and experiencing a culture from within fosters learning that is not available in any other way. Thus, immersion was critical, as indicated by the following quote:

You couldn't leave it, like during clinical education, you could leave and go home to your safe environment. But here you never left it. You're inundated with it [lots of laughter]. But that was a good thing because it forced you, well me, to think about it constantly and to be re-evaluating myself not just as a [physical therapist] but in all aspects. You couldn't go home and just sit in front of the television and not think. (M:607-613)

Studying about a culture cannot compare with experiencing it. The students wanted to express to others the value of the experience because it was so life-changing; however, words failed to explain the effect such an experience had on them, as is shown in the following quote:

I think overall it's just one of those things words just can't explain. It's something you just have to go and experience for yourself to get the true sense of what it's about. I feel like you can't do it justice by showing everybody pictures or telling stories. (S:586-589)

Expanded View of Physical Therapy

An expanded worldview specific to the scope and practice of physical therapy was also evident. The experience broadened students' views of what a PT can offer an individual patient. Apart from the PT services described in this article, there are very limited services for people with disabilities in this part of Jamaica. Students could draw from their knowledge of services acquired in United States in order to discuss potential with people with disabilities in Jamaica. For example:

[You can] open doors. . .forpeople that they might not have thought. . .they are capable of, given their disability. (F:229-240)

The focus on the management of patients with neurological disabilities in the home environment was new to students. Some students had not worked with a similar patient population in the United States, and none had home care experience. Therefore, the experience exposed students to areas of clinical practice that they had not previously experienced. One student expressed her new interest in different practice environments in this way:

[I] really didn't know if [rehabilitation and home care] was something I wanted to do or not, and I really enjoyed the Jamaica experience.... [It] was something that helped me realize it was an area that I wanted to learn more about. (F:360-362)

Changes in Self

Students expressed perceived changes in themselves as a result of encountering a different culture. These changes included reevaluating their worldview, learning from the perspective of those in another culture, and challenging their preconceived views of the other culture. In reevaluating worldviews, the interrelationship between faith and life experiences was highlighted. In particular, encountering Jamaicans with permanent physical disabilities who demonstrated positive attitudes in the midst of adverse circumstances was striking to the students. One student expressed it this way: