Professional Values Are Implicit in Written Reflections by DPT Students in a Short-Term International Service Learning Course.

ABSTRACT

International service learning (ISL) courses within physical therapy (PT) education programs are designed, in part, to promote the development of professional values. Assessment of students' professional values, however, is a challenge for educators. METHODS: This study focused on the reflective learning component of an elective 10-day ISL course, evaluated whether PT professional values were manifested in students' written reflections, and characterized the level of student reflections using Bradley's criteria. Twenty-one third-year PT students participated. A qualitative content analysis of each student's written assignments was conducted. RESULTS: Although explicit instruction on PT values was not provided, reflections on professional values were identified in 97% of assignments. All three of Bradley's levels were found in all three written assignments, with the highest proportion of level 2 and 3 reflections being found in unstructured journals. CONCLUSION: Although no instruction specific to PT professional values was provided, values were implicit in student written assignments during this ISL course.