Establishing and Upgrading Physical Therapist Education in Developing Countries: Four Case Examples of Service by Japan and United States Physical Therapist Programs to Nigeria, Suriname, Mongolia, and Jordan

Abstract

Background and Purpose. Physical therapist (PT) professional (entry-level) education programs are non-existent in most developing countries. The PT professional education programs that do exist in some developing countries may need to upgrade and strengthen their existing curricula. Many of these programs are in significant need of additional PT faculty and advanced education for their existing PT faculty. Efforts to create or enhance PT education programs in developing countries are frequently limited by inadequate human and material resources. Method/Model Description and Evaluation. This paper describes and discusses 4 models of collaboration and international partnerships in which educators and PT education programs in developed countries with more human and material resources partner with universities in developing countries to help establish or enhance PT education programs. Experiences of PT education programs in the US working with programs in Nigeria, Suriname, and Jordan, and a program in Japan working with a program in Mongolia, are presented. Outcomes. The models of collaboration between service and host countries resulted in provision of online education to practicing physical therapists, consultation on curriculum, short-term teaching/consulting for existing and developing programs, and PhD education of foreign PTs with the intention that they return to their country of origin as faculty members in PT programs. Discussion and Conclusion. These case examples of international collaboration serve as models for other PT programs and educators to form similar international partnerships and to develop new models.