Regis DPT Global Health Pathway Immersion trip to Huancayo, Peru

This past spring, 8 students from the Regis DPT Global Health Pathway attended a 3-week global immersion trip to Huancayo, Peru, led by Regis DPT faculty member Dr. Heidi Eigsti and Regis DPT alumnus Dr. Amber Walker.

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“We were fortunate to have the expertise of Dr. Heidi Eigsti and Dr. Amber Walker. This was Dr. Eigsti’s third trip to Huancayo and it took about 5 seconds after our plane landed to realize how popular she is in Huancayo. It was quickly evident how much genuine compassion she invested into her relationships on previous trips. She developed trust, and what I realized is that when you care that deeply about others, they don’t forget. The foundation that Dr. Eigsti and past students built on previous trips allowed us to quickly build relationships with these individuals as well. As a result, we were able to hit the ground running with our purpose there in partnering with them.” -Dr. Jessica Kirkwood, Regis DPT Class of 2019

Family Nurse Practitioner and DPT students collaborated with the Catholic Medical Mission Board Community Based Rehabilitation program to provide inter-professional support and services to children who have disabilities and their families. Students had the opportunity to provide physical therapy services in a collaborative model of care at Carrion hospital outpatient physical therapy department.

“These experiences help both students and faculty more clearly define personal and professional values, acknowledge what we can learn from others, and ask us to expand our perception of how we can have a greater impact on the health outcomes of all members in our communities specifically those members who live on the margins.” -Dr. Heidi Eigsti.

 

Student Perspective on the value of the Global Pathway Immersion Trips

 “It was incredibly valuable to experience another culture in such an immersive way. We spent much of our time learning about the healthcare system in Peru while providing free health fairs and working at Carrion Hospital and CMMB, a non-profit organization that provides therapy for children with disabilities. I will never forget the people I met, the places I saw, the food I ate, and the lessons I learned during my 3 weeks in Huancayo.

I came into the trip with a very go-to attitude and I wanted to help as much as I possibly could. However, during this trip I realized that sometimes more important than doing is watching, listening, and going with the flow. This is something that I feel we’re taught in our global health pathway as a whole. However, the concept really hit home for me in Peru and I left with a humility that I had not expected to come away with. I realized that we weren’t there to “do it all”; we were there to learn and to do some good while we were at it. Sometimes our impact is big, like providing adaptive equipment to a child with cerebral palsy. Sometimes our impact is smaller, like putting a smile on someone else’s face for 0.5 seconds. I realized that sometimes the biggest impact is just showing up, learning, listening, and showing love.” -Dr. Amber Bolen, Class of 2019

 

“My experience in Huancayo, Peru was filled with endless learning. It did not take long for me to realize how often I take my resources for granted. As our trip coordinator Natalia reminded us, “You have amazing teachers, you have amazing resources, you have amazing opportunities. Take them.” This trip was a much needed reminder that I have been given endless privileges that others are not as fortunate to receive. It is my duty to consistently use these privileges to help others. Working with our community partners in Peru- Carrion Hospital, Continental University, and CMMB- taught me a lot about the differences in our healthcare system and how deeply limited resources acts as a restriction to outcomes. Navigating these relationships was also very impactful, as it taught me how to balance respect with education to work on both nurturing relationships while also promoting health in our profession. The change we made in those quick 3 weeks is really minimal in the big picture, but taking the lessons I learned and applying it to my future practice is what will make a difference. Witnessing the social injustices experienced in Huancayo firsthand has lit a fire inside of me- to open my eyes a little wider, listen a little clearer, and to act with more intention.”– Dr. Jessica Kirkwood, Class of 2019

 

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Chris Lew Reflects on Working With 2017 Opus Prize Winner

What is the Opus Prize? 

The Opus Prize is an annual faith-based humanitarian award that is designed to recognize and celebrate those people bringing creative solutions to the world’s most difficult problems. The award partners with Catholic universities, although recipients can be of any faith (Excerpt from Crux.).

Mercy Sister Marilyn Lacey received the Opus Prize from Regis, the host for 2017. Chris Lew, 3rd year Regis DPT student, assisted in her work in Haiti for displaced women and children as an Opus Student Scholar. Here is his reflection about his experience in Haiti, initially published in the Jesuit Journal of Higher Education.

Name: Chris Lew, Class of 2018
Undergrad: University of Portland
Hometown: Eugene, OR
Fun Fact: I have a whistle reminiscent of various fairy tale soundtracks…or so I’m told.

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Throughout my life I’ve had many opportunities for international travel – from travel abroad to Granada and London, a Fulbright scholarship to Madrid, and a service-learning immersion trip to Nicaragua, I have always considered myself blessed to be able to travel the world, experience different cultures, and see the world from a different perspective. Nevertheless, my time performing a site assessment in Haiti at Mercy Beyond Borders (MBB) for the Opus Prize was a unique and eye-opening experience.

MBB was founded more than 30 years ago by Sister Marilyn with the vision that education, especially of women, is the key to overcoming the widespread corruption and poverty that has consumed Haiti and South Sudan. Through my research of the Opus Prize, I understood this site assessment was different from the typical trip to an underserved community. From the initial interview to the final trip preparations, it was made very clear that the purpose of these trips was not to do; rather, the intention was to be, to see, and to experience. It was this aspect of the Opus Prize that interested me most in the organization and its mission. There is a plethora of groups in developing and underserved areas that perform charity work such as building houses and providing medical goods and services. While this service work provides a certain degree of benefit to the community, I have always been somewhat hesitant of this type of altruism because it generally fails to provide long-term, sustainable change to an underlying societal problem. What happens when the volunteers leave and no one is left to provide the necessary medical services? What happens when a fire destroys a new house and there are no resources to build a new one? This traditional type of charity work seems to be a superficial bandage over a much deeper, wider wound.

This is where Opus is different.

The Opus Prize Foundation emphasizes six values that it seeks in the recipient of the Prize. The one that stands out to me most is Sustainable Change. Rather than focusing on a top-down, government-focused approach to solve global issues, Opus intentionally sponsors and supports organizations directed towards community development and cooperation. Opus understands that the resolution of profound societal problems and corruption is ultimately driven internally, not externally. As such, the Prize acknowledges individuals who are addressing the root of social issues and are striving for change that is pioneered locally.

With this in mind, I embarked on my site assessment trip to Haiti with a very different perspective and intention than my previous international travels. The first stop on our trip was in Ft. Lauderdale, FL , where we met Sr. Marilyn, who lives in California and operates MBB in both Haiti and South Sudan. She introduced us to her story and illuminated details of the work she does with MBB. Her work in Haiti revolves around empowerment and opportunity for girls and women. Extreme poverty and corruption of the educational system prevent most children from obtaining a basic education. Most primary schools are private and, as such, require tuition as well as uniforms and books. Many families cannot afford to send their children to school or can only afford to send one child. In the latter case, most families opt to send boys rather than girls because males typically have greater opportunity for success than females in Haiti. As a result, most girls in Haiti only receive up to a 1st or 2nd grade level education. Sr. Marilyn and MBB attempt to ameliorate this disparity by providing secondary school scholarships, leadership development opportunities, and a safe and supportive living environment for girls who demonstrate academic potential. Additionally, MBB provides vocational and literacy training for young adult mothers and older women to develop skills such as reading, writing, computer skills, and baking. These skills provide women with greater independence and self-sufficiency and can even allow them to earn money through both formal and informal work.

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The following morning we took a short early morning flight from Ft. Lauderdale and landed in Port-au-Prince, Haiti. The contrast between our departure and arrival city–only a quick two-hour flight apart–was profound. Destitution was apparent on our short drive from the airport out of the city. Litter filled the streets and empty plots of land and stray animals ran largely unmonitored throughout the city. Sr. Marilyn explained that, due to political and financial reasons, much of the rubble from the 2010 earthquake was never adequately disposed of in many of the poorer areas of the capital. As a result, many parts of the city appear recently destroyed even though the earthquake was seven years ago.

Our initial stay in Port-au-Prince was short as our first destination was Gros Morne, about a five-hour drive north of the city. Gros Morne, a town of about 35,000 people, is the community that MBB primarily serves in Haiti. Following the earthquake in 2010, Sr. Marilyn noticed that many relief efforts developed in Port-au-Prince but much fewer resources made their way out of the city and into the more rural parts of the country. She understood that her vision for MBB in Haiti had its limitations and saw the most potential for change in a smaller community.

Our time spent in Gros Morne and the surrounding area was quick but powerful. To gain insight into the MBB’s operations and its community impact, we met with several partners and individuals associated with the organization. We were able to meet several of the girls who are a part of the educational program as well as their families and see the personal impact that MBB has on their lives and their future. We interviewed the principal of a primary school that hosts several of the MBB students; he had high praise for the organization, stating that many, if not all, of the students would be unable to afford their school dues if it wasn’t for the support of MBB. On our final day in Gros Morne we also met with Sr. Jackie, a missionary sister who has worked in Haiti for almost two decades. She provided insight into the corruption in the Haitian political and educational systems. She explained that the private school system is largely unregulated, meaning almost anyone can start a school. This inhibits children from receiving a high-quality education and prevents those students who have the potential to succeed academically from actually achieving success. Overall, these interviews and personal interactions further highlighted the need for an organization like MBB in Haiti.

Sr. Marilyn embodies the spirit of the Opus Prize and models many of the Opus values, including Sustainable Change, Faith, and a Life of Service. She understands that long-term transformation is driven from within, not purely from her work, and this is what directs her vision for MBB. Through empowerment and leadership training of the girls she sponsors, employment opportunities for the local people, and a conscious effort to have Haitian and South Sudanese representation on her Board of Directors, she demonstrates a continued commitment to sustainable change in these countries. A woman humble in both stature and personality, she demonstrates her love and passion for her work in Haiti and South Sudan through her relentless work. I was most impressed by her ability to understand the needs of the communities she works with, while also maintaining a realistic expectation of how many people one person and one organization such as MBB can effectively impact. Although her work may be relatively small in the scope of the vast corruption and poverty in Haiti and South Sudan, her heart is big, and it shines through in both her actions and words.

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7 Reasons You Should Take a Gap Year Before PT School

Name: Courtney Hardin, Class of 2018
Undergrad: Washington State University (GO COUGS)
Hometown: Spokane, WA
Fun Fact: I’m obsessed with my dog.

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If you’re currently reading this blog asking yourself, “Is it a good time to go to school right now? Should I take a year off before I apply? Should I even take 2?” Well, this blog is for you! I took a year off before going to PT school, and it was the best decision I could have made for my soul and–of course–for my professional career.

Here are 7 reasons why taking a year off could be the right choice for you:

1. Make Sure PT is the Right Career Choice

I didn’t have enough experience with multiple disciplines of PT, so I volunteered at an inpatient rehab facility for a few months and got a job as an outpatient PT aide. I ended up getting a lot of experience and gained a passion for PT that I didn’t have in my undergraduate pursuits.

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Halloween at the clinic

2. Polish Your Application

I needed to bump up my GPA a little before applying. So, I ended up retaking a couple of the core classes at a local college (anatomy and physiology… #amiright). Whether you need more hours in the clinic or that pre-req grade, taking a year off will help you be the best applicant possible!

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Taking some time to reflect in Peru during my year off

3. Explore

I’d always wanted to travel abroad in undergrad, so I decided to backpack through South America. I went to Peru and hiked the Inca trail to Machu Picchu, then to a ski mountain in Chile, I toured the Wineries of rural Mendoza, cruised through Argentina by bicycle, explored the city of Buenos Aires, and hiked through Iguazu Falls. This trip changed my life and my viewpoint in so many indescribable ways. So, before you enter graduate school and a full-time PT gig, take the time to explore the world now!

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Machu Picchu!

4. Be There for Family and Friends

I wanted to spend some time with my family before heading off to grad school because hey—my family is pretty rad! If you’re considering PT school, sometimes taking a year to visit home, reconnect with friends, and get some quality family time in is key before you sign up for 3 grueling years of work.

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5. Give Your Brain a Break

I needed a break from the school books. I wanted to enjoy a good book (of my choosing), take time to run a few races, and live a bit more “stress-free” before embarking on the next school adventure. Regardless of if you take a year off or not, you will eventually get burned out in PT school from all the studying with no breaks. Many of my classmates agree that taking a year (or more!) before PT school helped delay that burnout onset.

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6. Do Some Things for YOU, not for your Application

I needed some relaxation time up at the lake cabin. If you take a year off, don’t spend every second on your PT application: have FUN!

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7. Grow as a Person

At the end of the day, I simply needed to just be me for a year.  Taking a year off doesn’t mean you’re putting your life on hold; it means that you get a whole year to find out more about yourself and fine tune what you want in life.

Without taking that time off, I wouldn’t have done all the necessary things to improve my application, my confidence, my PT experience, and—of course—my life experience. There is no specific time you have to apply! Schools don’t look at how much time you take off between undergrad and applications; they look at the person you are when you apply. And hey, if you’re ready to apply now, go for it—I know plenty of people who did that, too.  Bottom line: do what’s best for you, not what’s best for everyone else!

If you have any questions, please feel free to email me at chardin@regis.edu.

How to Make the Most of Your Clinical…in ITALY!

 

Name: Lydia Hamstra, Class of 2018
Undergrad: Gonzaga University, WA
Hometown: Tucson, AZ
Fun Fact: I am a huge Harry Potter nerd and to help prep for Italy I read Harry Potter in Italian (since I’ve read it so many times in English, I was able to figure out the gist—it gave me ideas for how to say certain phrases that I liked and thought I could use. I also believe reading in any language is the best way to learn new vocab!).

Lydia Hamstra is currently in Umbertide, Italy for her second clinical rotation. She advocated for and helped set up Regis’ first entire clinical rotation in another country.

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Ciao, mi chiamo Lydia Hamstra e sono una studentessa di fisioterepia di secondo anno a Regis University. I have a passion for neurological rehab and travel and my goal is to combine those in my future career. One of the reasons I applied to the DPT program at Regis is because of the global immersion and service they do. Traveling off the beaten path has been a value instilled in me by my parents from a young age. Immersing myself in different cultures helps me grow as a person and as a clinician; it also enables a different kind of learning. By being present, helping others, exploring, and embracing what and who you find, you can create durable bridges that connect you to the world. It also illuminates parts of yourself you may not have known about and fosters reflection. We all want to have a positive impact in some way–I find that I grow the most when I’m out of my comfort zone and helping others.

Over the years, I have come to the conclusion that the best way to travel is by combining it with education. Why Italy? Honestly, it is difficult to say where I got the idea. I thought the country was romantic and charming, and more approachable than other countries. I actually picked my undergraduate school because they offered an Italian degree and had a second campus in Italy. In 2012, I was fortunate to study and live in Italy with a family from Florence (I’m actually meeting up with them during clinical!). My experience in undergrad made me realize that despite it being a first-world country, there is still a lot of need and hardship. I experienced it from the student perspective and I wanted to give back from the clinician perspective. I also wanted to learn about a different healthcare system and the pros and cons of socialized medicine. The clinical education team at Regis is one of the best in the country, if not the best. They worked diligently to create this opportunity–not just for me ,but for all future DPT students. The DPT program at Regis now has a partnership with Eduglobal and I am doing in-patient neurological rehab at the Instituto Prosperius in rural Italia.


If you’re heading abroad for a clinical experience, here are 5 tips to help you make the most of your time!

1)    Find Ways Around the Language Barrier

First off, you don’t need to get OVER the language barrier—you don’t have to speak the language fluently (or even well) in order to communicate with your patients.  It is, however, helpful to learn simple commands in Italian; these are great to take back home and use in English if you’re someone like me who tends to be wordy (beware the rest of my post!).  Beyond that, focus on teaching by example and using non-verbal cues to get on the same page with your patient.

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Stander at the Institute Prosperius: she does not have voluntary control of her lower extremities.

2)    Learn to Go With the Flow

Yes, a global immersion or clinical is going to be different, and like any clinical out there, there will be things that you like and things that you don’t like about the system. Remember that Italian physical therapists, too, will be frustrated by certain parts of practice–be it communication, lack of resources, or decisions by doctors, to name a few.  Remind yourself that professional frustrations and problems are universal. And remember that you are there to learn about physical therapy and to embrace the culture as much as you can. Learn to breathe and be patient—both with yourself and with your colleagues.

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Home sweet home! @vignedipace

3)    Go Above and Beyond

Just like any class or clinical, the time and effort you put in will transfer to what you get out of it. I believe this is true with regards to patient management, the language, and your rapport with your CI, the other students, and the other Italian physical therapists. One of the biggest differences in Italy is that they do not document every session…or even every day. This has to do with healthcare being a constitutional right for Italians, whereas we practice defensive medicine #CYA. Even though that is the case here, I am documenting certain things because I want to know how my patients are progressing. In general, Italians have an expectation that you hold yourself accountable. They expect you to push yourself; don’t fall into the trap of doing only the minimum.

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Positano on a sailboat on the Almalfi Coast

4)    Exchange Ideas with Colleagues

Going to Italy is unique, also, because you are placed with other students from a variety of schools. They are all at different points in their schooling, which provides quite the mix of ideas and understanding. Take advantage of this to exchange ideas and techniques with other students. For example, one SPT from Shenandoah taught us how to do a CT manipulation in prone.

Side bar: It is awesome to have a group to explore Italy with.

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In Venice for the weekend!

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Venezia-social commentary on global warming and human efforts to maintain our structures. Venice is not actually “sinking”, rather the water is rising because of the human impact of warming the earth and melting the ice caps.

5)    Take Advantage of the Slow Internet

You may find you have extra time here, especially because the internet is not as fast or reliable as in the US and certain websites *ahem Xfinity ahem* are unavailable. (You can get Netflix and Spotify, though, so I can promise you will survive.)

Gripe about it for a day…and then let it go and be in the moment. Journal, walk around town, engage with the locals, practice Italian, talk to your peers, learn how to make pasta, or study for the comp exam. You’ll feel less dependent on technology and it’s actually been amazing to unplug. It has given me more time to reflect on what I’m learning about myself, our practice, the meaning of life, etc, and always with a glass of wine in hand.

Ciao bella,

Lydia

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Lovely day at Agriturismo Tenuta I Colli del Trasimeno!

My Immersion Trip in Ethiopia: A Reminder About the Importance of Communication

Name: Matt Gervais, Class of 2017
Hometown: Medford, OR
Undergrad: University of Portland
Fun Fact: I actually enjoy wearing ties.
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Matt Gervais, disguised as a bottle of Sriracha sauce, ran the Move Forward 5K/10K with his classmates in the fall

Every year, the Regis University School of Physical Therapy puts on a series of immersion trips around the world as part of students’ 3rd or 4th clinical rotation. Through an application process, around 25 students in each class get selected to participate in 1 of 4 immersion experiences. This year, the options were Ethiopia (available in Fall and Spring), Peru (Fall), and Nicaragua (Spring). I applied for and was fortunately selected to go on the Fall Ethiopia trip. The experience did not disappoint!
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Regis DPT students on the Ethiopia immersion trip (from left to right): Brent Ingelman, Alexander William, Matt Gervais, Elizabeth Heckmuller, Morgan Pearson, and Amanda Morrow

Six of us students and three faculty members took part in the trip.  We students worked in several different hospitals around Addis Ababa, the capital city of Ethiopia.  One other classmate and I worked in an outpatient clinic at Yekatit Twelve Hospital, a government-run hospital near the center of the city.  In Ethiopia, inpatient physical therapy and initial mobility work is far less common than it is in the US, so most PT is outpatient PT.  The Yekatit 12 clinic sees a huge variety of patients: post-stroke, spinal cord injury, low back pain, post-fracture contracture, post-burn contracture, Guillaine-Barré syndrome, and many others.  Several things jumped out to me about the clinic: the small space available (coupled with a ton of patients), the lack of clinic resources, and the positive mindsets of the patients.

img_3531The small clinic was very crowded from the time we arrived at work in the morning until the time we left the clinic at noon. Because physical therapy is not the most lucrative career in Ethiopia, many PTs only work 3-4 hours per day in the morning and work other jobs in the evening. As such, every patient with a prescription for physical therapy would come to the clinic early in the morning and wait—sometimes up to 2-3 hours—to be seen. Naturally, this meant we had very limited space to use for treatment in the clinic.

Also, the clinic lacked many resources that we take for granted in outpatient clinics in the US; we learn to expect high-low tables/mat tables, exercise equipment, private rooms, a large selection of weights, and space to do a variety of PT interventions. I believe every student on the trip learned to be significantly more creative through the process.  For example, several times we used a makeshift combination of theraband, a dumbbell, and an ankle cable attachment cuff to create a forefoot weight, along with many other techniques that can only be described as “winging it.”

In any event, we made the small space and relative lack of resources work. And, despite the shortage of space and equipment, patients managed to maintain a very positive attitude and constantly work towards their goals. These attributes, coupled with an unwavering respect for healthcare practitioners, undoubtedly contributed to improving their outcomes.

Because of our short clinic hours during the mornings, we worked with many Non-Government Organizations in the afternoons. Our work included teaching basic nutrition, basic first aid, and performing PT at several different aid organizations. We also collaborated with students from the Regis-sponsored DPT program at Addis Ababa University—the first program of its kind in the country. Between our work and simply exploring the city, it was an incredibly busy and transformative trip.

Ultimately, my greatest takeaway from our trip to Ethiopia was the importance of communication. I started the trip assuming that many of our patients would understand English, at least to some extent. My first day in the clinic disproved that assumption, though, and I had to rapidly scramble to learn basic Amharic words so I could create some form of communication with my patients. In the end, I was not very successful during my short trip, but I learned to lean more on teaching through demonstration. I was reminded that, even in patients that do speak English, you can never underestimate the value of demonstrating a task to help a patient learn.

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Beyond all else, my immersion trip to Ethiopia reminded me that communication is paramount. As PT students and future healthcare professionals, we often are focused entirely on providing the most optimal care as efficiently as possible. However, without effective communication and rapport, that optimal care will likely never be delivered effectively. This program was a tangible reminder that sometimes strong communication can trump every piece of optimal practice that research can provide. I believe I can speak for every student and faculty member on my trip in saying that the Ethiopia immersion trip was a fantastic and informative experience. I highly recommend it to anyone in the program—even if you don’t necessarily have an interest in travel. Each trip is an invaluable experience to work with populations you rarely get to work with and is a unique opportunity to hone your clinical skills, communication skills, and intercultural awareness.

Flat Stanley Goes to Clinical

Name: Nicole Darragh, Class of 2017

Hometown: Columbus, OH

Undergrad: Regis University

Fun Fact: I think kale is totally overrated.

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The Class of 2017 recently returned from their second clinical rotations with a plethora of new knowledge and stories to share.  Some students even had a visitor along the way: Flat Stanley.  Flat Stanley is a small paper figurine that keeps students connected outside of the classroom.  Students take a photo of Flat Stanley completing an activity, learning a new technique, or going to a cool new location, and share those photos with their classmates through social media.  This helped us learn a little bit about each rotation, and keep in touch with our classmates.

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Pictured: Sarah Campbell ’17 with Flat Stanley on her first day of clinical (PC: Sarah Campbell)

Flat Stanley traveled to a wide variety of locations across the country including California, Wyoming, Kentucky, and even Alaska!  Along the way, Flat Stanley learned new documentation systems, new techniques in the clinics, and went on a lot of hikes.  Really, what Flat Stanley is trying to tell you is that while you’re on your clinical rotation, don’t forget to take the time to explore your new surroundings!

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Flat Stanley reviews Functional Electrical Stimulation (FES) while at clinic in Chico, CA (PC: Adam Engelsgjerd)

 

Clinical rotations work in a variety of ways.  The first is the lottery option; students choose ten clinical sites from a large list compiled by the clinical education faculty, and rank them in order from 1-10.  Once the lottery is generated, students are placed at a site.  The second is the first come, first serve option; students can choose a site before the lottery begins that they are particularly interested in, and request to be placed at that site before it is taken.  The third is the set-up option: students are allowed to contact a clinical site that is not affiliated with Regis and set up a clinical rotation with them if they are interested.  When rotations get closer, you’ll learn more specifics about how they work, requirements, etc.

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Flat Stanley’s meet up at Devil’s Tower outside of Gillette, WY (PC: Amanda Morrow)

 

Throughout the clinical process, it is important to know that you might not always end up in Denver, and you’ll have to try something new!  Wherever you do end up, make sure to enjoy your free time.  Clinical can sometimes be very overwhelming, and it is crucial to take time for yourself, whether that be exploring your new surroundings, trying a local restaurant, or binging on Netflix.  And if the thought of being gone for six, eight, or twelve weeks scares you a little, all of us will tell you that the time flies by so quickly.  There isn’t much time to be bored!

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Flat Stanley goes sandboarding in the Great Sand Dunes National Park in southern Colorado (PC: Lauren Hill)

 

If you have any further questions about clinical rotations–or other places Flat Stanley and/or students traveled–please feel free to contact me at darra608@regis.edu!  Also, I would recommend reading the post below called “Class of 2017 DPT Student Lindsay Mayors Reflects on Her Clinical Rotation.” (https://regisdpt.org/2016/05/27/class-of-2017-dpt-student-lindsay-mayors-reflects-on-her-clinical-rotation/)

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Flat Stanley helps out with some end-of-the-day documentation (PC: Amy Medlock)

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Flat Stanley enjoying a nice Moscow Mule after a long week at clinical (PC: Amy Medlock)

 

 

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Flat Stanley joins Lauren Hill and Jenna Carlson to run the Bolder Boulder race (PC: Lauren Hill)

Cover PC: David Cummins, Class of 2019

 

Global Health Immersion: Students in Peru

In preparing my capstone presentation and reflecting on the last three years in physical therapy school at Regis, I began to see a theme linking all of my most rich experiences from which I learned the most: discomfort. From patient labs and practical exams to clinicals to presentations to service learning, we are constantly thrown into situations where we do not know exactly what to expect, are not sure of our abilities, and have to be willing to be flexible and a little bit vulnerable. These are the times we grow and learn the most. The global health immersion to Peru this spring was no different, and it even amplified those familiar feelings of unease. But I have found that those times of the unknown, unexpected, and unsure are the times when the most growth occurs. I feel fortunate to have had the opportunity to participate in the global health program at Regis, to learn from the people of Peru, to challenge myself to practice with cultural sensitivity, and to gain a better understanding of a culture different from my own.

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Third year students Allie Smith, Elena Absalon, and I traveled with Dr. Heidi Eigsti to Peru where we spent three weeks working with therapists and patients in the city of Huancayo. We spent much of our time with the Catholic Medical Mission Board (CMMB), which is a Non-Governmental Organization that serves primarily women and children.

CMMB has two programs in Huancayo. The first is CHAMPS, which focuses on promoting health, hygiene, nutrition, prenatal care, and access to health care providers. The second, with which we worked, is Rehabilitación Basado en Comunidad (RBC), or Community Based Rehabilitation. The program focuses on serving children with disabilities and their families in the most impoverished neighborhoods in Huancayo, Chilca, and Azapampa. Two physical therapists, Carmen and Loreley, and one psychologist, Lucia, care for 40 children and their families with both home and clinic-based treatment. The goal of the program, in keeping with the World Health Organization’s initiative to improve accessibility for people with disabilities around the globe, is to provide community-based rehab that is relationship focused and incorporates functional activities into everyday routines to improve patients’ participation in their homes and communities.

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The impact that RBC was having on the community in Huancayo was evident. The families with whom we worked were well educated on goals of therapy, extremely involved in home exercise programs, and motivated to do whatever they could to help their child improve. The therapists focused on all aspects of the child’s well-being and had developed strong relationships with them and their families. The Jesuit value of cura personalis was definitely at work, incorporating mind, body and spirit into care. The therapists put together events to connect the families, and they were working to develop of community of support. It was a valuable learning experience to see such a team-based, holistic approach being implemented in an underserved community. CMMB is definitely working to create a sustainable solution to removing the barriers to health and participation faced by the women and children of Chilca and Azapampa. That sustainability is imperative in making a lasting difference in the area, and I am excited for future Regis students to have the opportunity to continue to develop this new relationship with CMMB.

I should mention the whole immersion wasn’t all work. We went on an artisan tour in the mountains surrounding Huancayo where we learned about gourd painting, silver jewelry crafting, and textile production. We hiked to the glacier on Huaytapallana mountain at around 16,000 feet and completed a three-day trek to Machu Picchu City. These experiences introduced us to more of the beautiful landscape and culture of the country, and we were welcomed everywhere we went by warm people of Peru.
Glacier Hike

Blogger: Abby Burger, Class of 2016