Publication: THE VALUE OF EXPERIENTIAL LEARNING IN CAPE COAST, GHANA FOR DOCTOR OF PHYSICAL THERAPY STUDENTS
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Date
2024-04-18
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Abstract
Background & Purpose:
This project explores the reflections of final year Husson University (HU) doctor of physical therapy (DPT) students following a three-week immersion experience in the physiotherapy (PT) department at Cape Coast Teaching Hospital (CCTH) in Cape Coast, Ghana. International experiential learning has many benefits regarding healthcare including: expansion of skills, increased knowledge of different healthcare systems, improved critical thinking for treatment approaches, and appreciation for uncommon diagnoses. Experiential learning additionally aids in personal development, including improved social and communication skills, adaptability, self-awareness, and cultural awareness.
Methods:
HU partnered with Child Family Health International (CFHI) for this learning experience and completed preparatory work prior to arrival including a zoom meeting with CFHI’s local medical director and modules focused on increasing cultural awareness, safety and insight into service-learning. During the three-week immersion at CCTH, students independently rotated between three different PT settings including inpatient, pediatric outpatient, and orthopedic outpatient. Each student also participated in the weekly club-foot clinic and were given the opportunity to collaborate with Ghanaian physical therapists, gaining insight into the educational and occupational differences in the PT profession. Additionally, DPT students performed a needs assessment of the clinic, creating a list of items and resources needed for improved treatment.
Reflection & Limitations:
The partnership with CFHI and CCTH gave HU DPT students great insight into the expectations of global learning. The pros and cons discussed in literature are aligned with the experience of HU’s DPT students, seen through positive interactions and lasting relationships formed with staff in the PT department. Revealed limitations include language preparation, prior clinical knowledge and differences in healthcare system structure, reducing optimal communication effectiveness. Future student recommendations include more prior clinical experience, an introduction into the local dialect, and potential meetings with CCTH staff prior to arrival to discuss caseloads, the clinic environment, and expectations.