Purpose
Many health professions engage service learning via international humanitarian health care or study abroad programs toward an improved sense of civic responsibility, an aspect that has been inadequately analyzed in hearing health care. The purpose of this study is to evaluate how the curriculum of an international humanitarian health care program in South Africa influenced U.S. graduate students' civic responsibility and their educators' perspectives on audiology study abroad service learning programs.
Method
Participants (
n
= 14) in this study abroad program included seven female graduate audiology students, five community partners, and two educators. Quantitative data were derived from pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012). Qualitative data sources included student journals, student exit interview, educator field notes and discussions, and responses to the community partner evaluation survey completed by host site personnel.
Results
A comparison of pre- and postprogram Public Affairs Scale ratings revealed that students demonstrated a significant increase in community engagement, cultural competence, and ethical leadership. Qualitative data revealed themes referenced to practitioners, clients, and context. Further thematic analysis identified three key results including foregrounding health as a development of people, educators and students as critically oriented public intellectuals, and global dialogue for pedagogic (audiology) justice.
Discussion and Conclusion
Carefully designed study abroad curricular contributed to audiology graduate students' increased service learning, civic responsibility, and civic engagement. Quantitative and qualitative analyses revealed that student service learning experiences were mediated by resources and people in the local context. This study abroad curriculum facilitated educators' thinking regarding the placement of audiology health services and audiology educational models in a globalized world. Health professional pedagogic considerations should be designed for humanitarian health care so that service learning focuses the production of critically oriented practitioners who are competent at enacting practices in global service learning programs.
‘Journalism Alongside’: A Reflection on Teaching Journalism Through Community Engagement