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首页> 外文期刊>Physiotherapy theory and practice >Sustaining and improving an international service-learning partnership: Evaluation of an evidence-based service delivery model
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Sustaining and improving an international service-learning partnership: Evaluation of an evidence-based service delivery model

机译：维持和改进国际服务学习伙伴关系：评估基于证据的服务交付模式

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Background: International service learning (ISL) is an instructional method used by physical therapist educators in the United States (US) to prepare students for rendering culturally competent care. ISL is a faculty led student learning opportunity that includes academic instruction and community service in an international context. Research exists that explores student experiences with ISL, but studies that evaluate ISL partnerships and include global stakeholder feedback are lacking. The purposes of this study were to: 1) integrate a partnership evaluation component into an existing curriculum-based ISL model and 2) through evaluation identify benefits, drawbacks, and suggestions for improving and sustaining the academic-community partnership. Methods: Community-based participatory research design using a mixed methods approach was used to evaluate a ISL partnership between a US-based physical therapy program and a service site in Ecuador. Participants were 31 staff working at the global service site. Over three years, 11 interviews were conducted and 26 surveys were administered to global partner staff. Data were analyzed using qualitative thematic content analysis and descriptive statistics. Results: Partnership benefits included the following: continuity of ISL team leadership, targeted rehabilitative efforts, sensitivity to cultural norms, respectful communication, and interaction with local community. Drawbacks were as follows: deficits in cultural awareness, language barriers, and poor treatment carryover. Suggestions for sustaining the relationship incorporated: additional pre-trip communication, education of staff, and improved language skills. Conclusion: As more US teams deliver clinical services abroad, intentional evaluation approaches must include the global stakeholder in the planning, implementation, and evaluation phases to maximize partnerships benefits.
机译：背景：国际服务学习（ISL）是美国（美国）的物理治疗师教育者使用的教学方法，为学生做好准备，以便在文化上表达培养。 ISL是一个教师LED学生学习机会，包括在国际背景下的学术教学和社区服务。存在研究探讨了ISL的学生经历，但缺乏评估ISL伙伴关系并包括全球利益相关者反馈的研究。本研究的目的是：1）通过评估确定福利，缺点和提出改善和维持学术界伙伴关系的福利，缺点和建议，将伙伴关系评估组成部分与现有课程为基础的ISL模型和2。方法：使用混合方法的基于社区的参与性研究设计方法，用于评估美国的物理治疗计划与厄瓜多尔的服务现场之间的ISL伙伴关系。参与者在全球服务现场工作了31名工作人员。超过三年，进行了11次采访，向全球合作伙伴员工管理26个调查。使用定性专题内容分析和描述性统计分析数据。结果：伙伴关系福利包括：ISL团队领导的连续性，有针对性的康复努力，对文化规范的敏感，尊重，沟通和与当地社区的互动。缺点如下：文化意识，语言障碍和治疗差的赤字赤字。维持关系的建议：额外的旅行前沟通，员工教育和改善的语言技能。结论：随着美国队伍在国外提供临床服务，故意评估方法必须包括全球利益攸关方的规划，实施和评估阶段，以最大限度地提高伙伴关系福利。

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