Development of an optimised, multi-disciplinary intervention for chronic fatigue states

Results: Fifteen students have participated in clinical education experiences in Belize, four students in Chile. Students experienced a 4–21 score increase on the IAPCC-SV© and from 7 to 62% positive change on the PAT, indicating positive growth in cultural competency and professionalism. Students effectively used blogging as a reflection tool. Qualitative analysis found that professional growth resulted from exposure to a variety of patient-care settings, outreach and service, modification of educational methods, and managing personal responses during the experience. Delivering holistic care required adaptability, cultural mindfulness and professional proficiency. Site hosts reported that students were well prepared academically and demonstrated effective clinical management. Conclusion(s): Institutional support is essential to plan a program of this scope. In line with the University’s goals and strategic plan, students and faculty demonstrated a need for global health experiences. This project was successful in implementing global clinical education opportunities based on an established framework. The quantitative and qualitative results demonstrate growth for these students in the delivery of cross-cultural care. Implications: This project presents a reproducible model for the emergence and sustained presence of physical therapy clinical education in the growing field of global health.