OTR2900: Interprofessional International Service Learning

OTR2900: Interprofessional International Service Learning

Introduction

Interprofessional International Service Learning (IISL) is a unique educational approach that combines international travel, service to communities in need, and interprofessional collaboration. This approach allows students from different disciplines, such as healthcare, social work, education, and engineering, to work together in addressing global health and social issues. One course that embodies this concept is OTR2900, which stands for Occupational Therapy Interprofessional International Service Learning. In this article, we will delve into the details of OTR2900 and explore how it fosters interprofessional collaboration, cultural competence, and personal growth among students.

The Purpose of OTR2900

OTR2900 is a course offered by various educational institutions, particularly in occupational therapy programs. Its primary objective is to provide students with a transformative learning experience that integrates classroom knowledge and real-world application. By engaging in international service learning, students develop a deeper understanding of global health disparities, social determinants of health, and the impact of culture on healthcare practices.

The course aims to:

1. Foster interprofessional collaboration: OTR2900 brings together students from diverse disciplines, promoting teamwork and collaboration. Through shared experiences and problem-solving, students learn to appreciate and leverage the unique contributions of each profession.
2. Enhance cultural competence: By immersing themselves in different cultures, students gain a better understanding of cultural diversity and its influence on healthcare. This exposure helps students develop cultural sensitivity, adaptability, and empathy, which are crucial qualities for future healthcare practitioners.
3. Address community needs: OTR2900 focuses on providing service to communities in need, both domestically and internationally. Students work on projects that aim to improve the health and well-being of underserved populations. These projects may involve building infrastructure, implementing health education programs, or providing rehabilitation services.

Structure and Curriculum

OTR2900 typically spans a semester or a summer term, depending on the institution. The course structure includes pre-travel preparation, the international service experience, and post-travel reflection. Here is a breakdown of each phase:

Pre-travel Preparation

During this phase, students undergo intensive training to equip them with the necessary skills and knowledge for their international service experience. The preparation may include:

1. Interprofessional education: Students from different disciplines attend joint workshops and seminars to learn about each other’s roles, responsibilities, and perspectives. This interprofessional education sets the stage for effective collaboration during the international service experience.
2. Cultural competency training: Students engage in cultural competency workshops to develop an understanding of cultural nuances, beliefs, and practices. These workshops also help students examine their own biases and assumptions, promoting cultural humility.
3. Project planning: Students collaborate with faculty and local partners to identify the needs of the community they will be serving. They develop project proposals and strategies for implementing sustainable solutions.

International Service Experience

The international service experience is the heart of OTR2900. Students travel to a designated community where they immerse themselves in the local culture and actively participate in service projects.

This phase includes:

1. Collaborative service projects: Students work in interprofessional teams to implement the projects identified during the planning phase. They may provide direct patient care, conduct health assessments, facilitate workshops, or engage in community development initiatives.
2. Cultural immersion: Students have the opportunity to live and interact with community members, deepening their understanding of the local culture. This immersion helps students recognize the cultural factors that influence health and wellness, and it promotes respectful and culturally appropriate service delivery.
3. Reflection and debriefing: Throughout the international service experience, students engage in regular reflection activities to process their emotions, experiences, and challenges. Faculty facilitate group discussions to encourage critical thinking and self-reflection, helping students make connections between their service work and their professional development.

Post-travel Reflection

After returning from the international service experience, students engage in post-travel reflection to consolidate their learning and integrate their experiences into their professional practice.

This phase involves:

1. Knowledge application: Students analyze and evaluate their service projects, identifying the successes, challenges, and lessons learned. They connect their experiences to theoretical frameworks and evidence-based practice, deepening their understanding of global health and social issues.
2. Personal growth and development: Students reflect on their personal growth throughout the course, considering how the experience has shaped their perspectives, values, and career aspirations. They also explore ways to continue their involvement in global health initiatives.
3. Community sharing: Students share their experiences and insights with their peers, faculty, and the broader community. This may be done through presentations, publications, or advocacy efforts aimed at raising awareness about global health disparities and the need for interprofessional collaboration.

NUR4999 Capstone Seminar

Outcomes and Benefits

OTR2900 and similar interprofessional international service learning courses offer numerous outcomes and benefits for students.

Some of the key advantages include:

1. Interprofessional collaboration skills: Students develop the ability to work effectively in interprofessional teams, fostering teamwork, communication, and respect for diverse perspectives. These skills are highly valuable in healthcare and other professional settings.
2. Cultural competence and humility: Immersion in different cultures promotes cultural competence, enabling students to provide more culturally sensitive and patient-centered care. Students also develop cultural humility, recognizing the limitations of their own cultural lens.
3. Global health understanding: Through firsthand experience, students gain a deep understanding of global health issues, including disparities, social determinants of health, and healthcare systems in different countries. This knowledge prepares them to address these issues in their future careers.
4. Personal growth and resilience: The challenges and rewards of international service learning foster personal growth, resilience, and adaptability. Students develop a greater sense of self-awareness, empathy, and a commitment to social justice.
5. Networking and professional connections: OTR2900 provides students with opportunities to connect with local partners, professionals, and organizations involved in global health initiatives. These connections can be valuable for future collaborations and career opportunities.

Conclusion

Interprofessional International Service Learning courses like OTR2900 offer a transformative educational experience that combines interprofessional collaboration, cultural competence, and service to communities in need. By engaging in this unique learning approach, students develop skills, knowledge, and personal growth that are essential for addressing global health and social issues. OTR2900 and similar courses provide a solid foundation for students to become socially responsible healthcare professionals who are equipped to make a positive impact on the world.