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Serving an International Higher Education Partner Using a Problem-Based Learning Format

Serving an International Higher Education Partner Using a Problem-Based Learning Format

Allen Marangoni, Rhonda Haley
Copyright: © 2016 |Pages: 11
ISBN13: 9781466699533|ISBN10: 1466699531|EISBN13: 9781466699540
DOI: 10.4018/978-1-4666-9953-3.ch019
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MLA

Marangoni, Allen, and Rhonda Haley. "Serving an International Higher Education Partner Using a Problem-Based Learning Format." Handbook of Research on Effective Communication in Culturally Diverse Classrooms, edited by Katia González and Rhoda Frumkin, IGI Global, 2016, pp. 375-385. https://doi.org/10.4018/978-1-4666-9953-3.ch019

APA

Marangoni, A. & Haley, R. (2016). Serving an International Higher Education Partner Using a Problem-Based Learning Format. In K. González & R. Frumkin (Eds.), Handbook of Research on Effective Communication in Culturally Diverse Classrooms (pp. 375-385). IGI Global. https://doi.org/10.4018/978-1-4666-9953-3.ch019

Chicago

Marangoni, Allen, and Rhonda Haley. "Serving an International Higher Education Partner Using a Problem-Based Learning Format." In Handbook of Research on Effective Communication in Culturally Diverse Classrooms, edited by Katia González and Rhoda Frumkin, 375-385. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9953-3.ch019

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Abstract

Merida, Mexico, a community partner for service learning with Wheeling Jesuit University's (WJU) Doctor of Physical Therapy (DPT) program, is a city with a population of 800,000 people. This city lacked rehabilitation services to treat cardiopulmonary conditions, and the school of rehabilitation at the Universidad Autonoma de Yucatán (UADY) had no established educational programs addressing these conditions. In 2013 two English-speaking faculty members from the WJU DPT program provided the service of knowledge-sharing to this higher education partner through an extensive cardiopulmonary rehabilitation workshop in Merida. The workshop participants included physical therapists, occupational therapists, a physician, and rehabilitation students, all with Spanish as their primary language. Written and spoken language was identified as the primary barrier to providing the necessary education to the international students. The WJU Basic Science and Physical Therapy Skills courses, written in the English language, follow a problem-based format where students are asked to use resources to answer questions regarding patients with cardiopulmonary problems. These courses became the foundation for the solution to the language barrier problem. The information and students' answers from WJU courses were translated by UADY university professors over a several month period of time. During the workshop, the participants were separated into groups, each researching a topic using the provided translated materials to educate the others on their assigned topics. The participants used various methods to convey their new knowledge. There were interpreters available at all times during the workshop. Surveys at the conclusion of the workshop indicated that the learning experience was effective and enjoyable.

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