Abstract:

Introduction and Objectives:
The internationalization initiative at Escola Superior de Saúde do Alcoitão (ESSAlcoitão) represents a strategic approach to embedding a global perspective within its physiotherapy education program. Recognizing the increasing interconnectedness of healthcare systems and the importance of cross-cultural competence in healthcare professionals, this initiative aims to equip students with the skills and understanding necessary for functioning effectively in diverse international settings. A range of activities have been introduced throughout the student's academic journey and are designed to progressively expose students to an international context.

Materials and Methods:
From 2020 to 2023, ESSAlcoitão collaborated with various institutions across Europe, Africa, and South America to implement a project for first-year Physiotherapy Course students. This two-month project required students to engage in at least two online meetings with an international partner, discussing topics relevant to Physiotherapy learning and practice. Following these discussions, students were tasked with submitting individual reflections on key insights gained from this collaborative process. At each participating institution, a designated teacher was responsible for guiding, supporting, and evaluating these reflections. At the conclusion of the project, an online questionnaire was used to assess participant satisfaction and the impact of the activities. This questionnaire covered various aspects of the activity, such as student preparation, teacher support, implementation, and overall impressions.

Results:
The questionnaire received an 83% response rate (n=151). According to the responses, the majority of students were satisfied with the preparation for the activity and found the support materials adequate. In terms of international peer interaction, they reported easy communication and agreed that the activity achieved its intended objectives. Regarding the activity's impact, students felt it enhanced their understanding of the international aspects of physiotherapy education and practice. This highlights the importance of continuing to incorporate such activities into the curriculum.

Conclusions:
The three-year experience of virtual internationalization in physiotherapy education at Escola Superior de Saúde do Alcoitão (ESSAlcoitão) has showed promising results. These outcomes indicate a growing interest in incorporating international perspectives into the curriculum. The findings suggest that such activities are crucial for providing students with early exposure to international contexts, potentially fostering the development of skills necessary for a proactive and global professional role.

Keywords:

Virtual, Internationalization, Physiotherapy Students.