International Experiences in Physical Therapist Education: A Descriptive Study

Abstract

International service and learning are growing phenomena in physical therapist education (PTE) and programs are developing new opportunities in all corners of the world. With this growth comes risks of duplicative efforts and harmful consequences. Purpose. This study is seeking to describe: 1) the proportion of US-based PTE programs sponsoring international experiences; 2) the number of physical therapist students participating in these activities annually; 3) the location of these programs; and 4) whether outcomes are formally collected. Methods. A 36-item survey was distributed to the American Physical Therapy Association's list of 243 accredited programs. A total of 109 programs responded (44.9%). Results. Seventy-three percent of respondent programs reported offering international experiences in 60 different countries during one academic year. It is estimated that 2,316 students participated in these experiences. Most international experiences were offered in low- and middle-income countries, with 24 different experiences being hosted in Guatemala alone. Student outcomes were collected for nearly all experiences, whereas host community outcomes were collected by less than 20% of programs. Discussion and Conclusion. This study confirms a growing trend of physical therapist students traveling the world. The high concentration of experiences in specific countries, regions, and low-resourced communities magnifies the importance of working alongside community and academic partners to share ideas and resources. Although the collection of student outcomes is critically important to academic programs, the collection of community outcomes should be considered equally, if not more important in assessing the potential benefit of international experiences.