Implementation

A number of interactive lectures accompanied with tutorials and practical sessions were conducted in PolyU, followed by orthotic service delivery to be conducted in Mainland China. The service recipients were the children with cerebral palsies in the facilities of Guangdong Disabled Persons' Federation. During the whole service learning process, students had to complete case presentations, written assignments, practices and debriefing sessions. Students were assessed by how much of each learning outcome they had axhieved by their performance in the case presentation, practices, reflective journal report and client's feedback questionnaire, which were able to tell how much students understood the subject content as well as to prepare them to apply their knowledge and skills in routine clinical practice and serve other people with care. 

Each student had the opportunity to be the case manager so that they were fully responsible for a specific case. By doing so, students tended to contribute more as they were required to make decisions and present their own cases afterwards. They had a greater sense of belonging and more space to learn more and deeper. Other than the tutors, students also graded their peers using a specially designed form. Through a set of compreshensive ssessments, students should know what they need to do to provide a better service. 

Feedback from the Students

Post-programme surveys were conducted and reflective journals were collected for analysis. A sharing session was organised to allow students to share their learning experiences in their trips and exchange opinions and suggestions for future improvements.

Most students commented that this was a valuable trip and it helped them make new friends and learn more about Chinese culture. They appreciated the site visits to the clinics and hospitals in Mainland China. They said from this trip they gained more self confidcence through the delivery of service to the real patients and the positive comments from their clients were the biggest reward.

Students also found that the briefing session very useful as it provided them with a basic understanding of what they were going to do in the trip. However, they suggested it would be better to have a more thorough pre-service traning (i.e., the modification of cast, fabrication of the orthoses and the way to evaluat the treatment outcomes).

Overall speaking, students were very impressed by what they had learned during the trip and this included the knowledge and collaborative with other people, and all of these could help with their personal and professional development.

Feedback from the Collaborators

A questionnaire with 5 multiple-choice questiosn and 1 open-ended question was conducted to the staff members in the rehabilitation centre where students provided their services. All of the staff members participated in this survey agreed that the students were kind, cooperative and efficient. They also commented that students undertood patients' needs and had good communication between patients and their relatives. They were very pleaseed with the arrangement of the services.

Another questionnaire was conducted to the patients' parents or guardians. All of them were satisfied with the service provided by the students and commented that the students were very patient and caring. They agreed that a good rapport was built with the students and the students showed their professional manner and ability to help the patients understand the treatment protocol.

Lessons Learned

A pre-trip and comprehensive preparatory session could definitely help prepare students better physically and psychologoically to provide a better service to the clients. Besides, more opportunities for students to communicate with each other can help build up team spirits. A set of comprehensive assessments and questionnsiares could help teachers to assess students' performance and improve the whole subject in the future. The peer assessment also helped them to perceive from different perspectives, and that facilitates critical thinking and professional judgment.