Civic Responsibility and Global Health Care: Audiology Service Learning in Africa

2020 ◽  
Vol 5 (4) ◽  
pp. 1075-1084
Author(s):  
Mershen Pillay ◽  
Ishara Ramkissoon
Keyword(s):  
Health Care ◽  
Graduate Students ◽  
Service Learning ◽  
Study Abroad ◽  
Qualitative Data ◽  
Public Affairs ◽  
World Health ◽  
Civic Responsibility ◽  
Community Partner ◽  
Learning Programs

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.

Outcomes of an International Audiology Service-Learning Study-Abroad Program

2016 ◽  
Vol 25 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Lata A. Krishnan ◽  
K. Andrew R. Richards ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
Rating Scale ◽  
Public Affairs ◽  
Community Partner ◽  
Civic Learning ◽  
Study Abroad Program

Purpose The purpose of this study was to evaluate students' academic and civic learning, with particular interest in cultural competence, gained through participation in the Speech, Language, and Hearing Sciences in Zambia study-abroad program. Method Twelve female students participated in the program. Quantitative data collected included pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012) to measure changes in participants' civic learning. Qualitative data included journals, end-of-program reflection papers, videos, and researcher field notes. Feedback was also obtained from community-partner organizations via a questionnaire and rating scale. Results Comparison of the pre- and postprogram Public Affairs Scale data showed a significant increase in cultural competence and a marginal increase in community engagement at the conclusion of the program. Qualitative data showed that participants' cultural awareness was increased, they benefited from hands-on learning, and they experienced a variety of emotions and emotional and personal growth. Conclusions Results show that a short-term study-abroad program with a service-learning component can be a mechanism for students to enhance academic and civic learning, specifically cultural competence and clinical skills. Sustainability of programs is a challenge that needs to be addressed.

Putting the Anthropological Toolkit to Use in International and Intercultural Learning

2010 ◽  
Vol 32 (3) ◽  
pp. 23-26 ◽  
Author(s):  
Kiran Cunningham
Keyword(s):  
United States ◽  
Service Learning ◽  
Experiential Learning ◽  
Study Abroad ◽  
Student Learning ◽  
International Study ◽  
Intercultural Learning ◽  
Learning Programs ◽  
Enhance Student Learning

In spite of the breadth and depth of anthropologists' knowledge of and experience with intercultural and international dynamics, we have done little as a field to tout this knowledge and its relevance and insert it into broader conversations about study abroad, service-learning, and other kinds of experiential learning. The contributions we do make are more idiosyncratic and happen as a result of anthropologists being in positions of influence in their own institutions. However, we have much to offer these conversations; indeed, given the stakes involved—the increasing number of United States students participating in international study and intercultural service learning programs—one could easily argue that we have an obligation to engage in these conversations, sharing our rich methodological and conceptual toolkit to enhance student learning in international and intercultural contexts.

scholarly journals The Real-World Experience: Students Perspectives on Service-Learning Projects

2010 ◽  
Vol 3 (7) ◽  
pp. 109-118 ◽  
Author(s):  
Erin McLaughlin
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Real World ◽  
Qualitative Data ◽  
Business Students ◽  
Research Question ◽  
Collegiate Level ◽  
Field Notes ◽  
Service Learning Projects ◽  
Learning Projects

The purpose of this paper is to identify how students gain “real-world” experience via service-learning projects.  This article describes the results of a pilot study conducted with over 75 business graduate students to investigate the effects of service-learning curriculum at the collegiate level.  The following qualitative data was collected:  observations, field notes, interviews, video-taped group meetings, and student reflection journals.  This data was collected to gain insight on the research question, “What are business students’ views of service-learning projects and how they contribute to ‘real-world’ experience?”  In addition, this article briefly discusses literature on the ethnographic qualitative approach and its significance, as well as the service-learning literature that continues to evolve as the instigation of such projects continues to draw the attention of researchers and educators.  

Implementing and Evaluating Culturally Responsive Teaching for Historical Black Colleges and Universities (HBCUs) Through Study Abroad Programs

2021 ◽  
pp. 116-138
Author(s):  
April L. Jones ◽  
Rhonda M. Collier
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Study Abroad ◽  
Learning Strategies ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Responsive Teaching ◽  
Study Abroad Programs ◽  
Learning Programs

This chapter focuses on social work methodology as a means of developing effective study abroad programs at HBCUs. Moreover, the chapter proposes ways to implement social work standards into study abroad programs for HBCU students. The chapter provides meaningful case studies to examine the impact of service-learning programs that employ culturally responsive teaching and learning strategies as well as social work standards for HBCU students on short-term programs. The chapter provides a myriad of strategies for culturally responsive teaching. While the focus is on social work education, the methods developed in this chapter may be used in service-learning settings.

scholarly journals Globalizing curriculum beyond the classroom: Service Learning Programs benefit Students, impact local issues and answer local needs to build bridges between cultures

2019 ◽  
Author(s):  
Philippe Briot ◽  
Ludivine Ponson ◽  
Thierry Leterre
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Study Abroad ◽  
Welfare State ◽  
Learning Objectives ◽  
Academic Goals ◽  
Learning Programs ◽  
State Context ◽  
Potential Issue

Abstract Based on a case study, this article analyzes the effects of introducing Service Learning in the curriculum of a study abroad US Center. Explaining institutional motivations as well as resistances, this research shows that this introduction was essentially academic in nature, and represented an innovative way to some perceived deficiencies in the acquisition of learning objectives by students. This research also indicates the specific conditions in which this type of Service Learning can thrive, such as a strong welfare state context, which is both a support and a potential issue, and the necessity to have students supervised in their service by local managers. More general lessons are drawn for a successful practice of Service Learning abroad: clearly defined academic goals, strict distinction between Service Learning and other forms of volunteering or experiential learning, ethical rules to prevent patronizing attitudes among volunteers.

scholarly journals Extending the Population Health Workforce through Service Learning Internships during COVID

2021 ◽  
Author(s):  
Jeffrey K. Belkora ◽  
Tia Weinberg ◽  
Jasper Murphy ◽  
Sneha Karthikeyan ◽  
Henrietta Tran ◽  
...  
Keyword(s):  
Health Care ◽  
Service Learning ◽  
Population Health ◽  
Care Delivery ◽  
Medical Center ◽  
Academic Medical Center ◽  
Health Programs ◽  
Academic Medical ◽  
Learning Programs

Abstract This report arises from the intersection of service learning and population health at an academic medical center. At UCSF, the Office of Population Health and Accountable Care (OPHAC) employs health care navigators to help patients access and benefit from high-value care. In early 2020, facing COVID-19, UCSF leaders asked OPHAC to help patients and employees navigate testing, treatment, tracing, and returning to work protocols. OPHAC established a COVID hotline to route callers to the appropriate resources, but needed to increase the capacity of the navigator workforce. To address this need, OPHAC turned to UCSF’s service learning program for undergraduates, the Patient Support Corps (PSC). In this program, UC Berkeley undergraduates earn academic credit in exchange for serving as unpaid patient navigators. In July 2020, OPHAC provided administrative funding for the PSC to recruit and deploy students as COVID hotline navigators. In September 2020, the PSC deployed 20 students collectively representing 2.0 full-time equivalent navigators. After training and observation, and with supervision and escalation pathways, students were able to fill half-day shifts and perform near the level of staff navigators. Key facilitators relevant to success reflected both PSC and OPHAC strengths. The PSC onboards student interns as institutional affiliates, giving them access to key information technology systems, and trains them in privacy and other regulatory requirements so they can work directly with patients. OPHAC strengths included a learning health systems culture that fosters peer mentoring and collaboration. A key challenge was that, even after training, students required around 10 hours of supervised practice before being able to take calls independently. As a result, students rolled on to the hotline in waves rather than all at once. Post-COVID, OPHAC is planning to use student navigators for outreach. Meanwhile, the PSC is collaborating with pipeline programs in hopes of offering this internship experience to more students from backgrounds that are under-represented in healthcare. Other campuses in the University of California system are interested in replicating this program. Adopters see the opportunity to increase capacity and diversity while developing the next generation of health and allied health professionals. 1 Introduction: Description of the nature of the problem being addressed and rationale for the proposed innovation This case study reports on a collaboration that represents the intersection of two major trends: service learning in education (1–4) and population health in health care (5, 6). Service learning programs involve students in experiential learning outside of classroom settings. Population health programs target an entire population or panel of patients and attempt to address their health and wellness in an integrated and holistic fashion. The past decade has seen a steady increase in the proportion of patients cared for under accountable care or other risk sharing programs. Such programs create alignment for all parties for the provision of high quality and affordable health care, and create opportunity for health systems to innovate with new models of care delivery. In early 2020, population health programs faced an influx of demand from patients who were potentially exposed to coronavirus infection and who needed help with testing, treatment, and tracing services related to COVID-19 (7). Population health programs needed to expand their capacity to address this demand. At the same time, health care delivery systems were dealing with a reduction in revenue, and many had instituted hiring freezes. Meanwhile, undergraduate institutions have launched service learning programs to ensure that students are exposed to high impact practices such as internships (8–11). Students benefit from internships and other experiential learning opportunities because they allow students to apply knowledge, gain skills, interact with role models and mentors, and work on interprofessional teams (2, 12–14). Internships also present challenges, as well as opportunities, in terms of equity and access (15). In principle, service learning programs can extend the workforce capacity of population health programs, including during a surge in demand due to a pandemic. This case study describes one such innovative collaboration at an academic medical center where students helped increase the capacity of a COVID hotline.

Preparing, Planning, and Executing a Successful Short-Term Study Abroad Program: A Case Study—Speech, Language, and Hearing Sciences in India

2020 ◽  
Vol 5 (4) ◽  
pp. 1067-1074
Author(s):  
Lata A. Krishnan ◽  
Saumya Sundaram ◽  
Sita Sreekumar ◽  
Spoorthi Thammaiah ◽  
Gita Mitra
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Program Planning ◽  
Development Program ◽  
The United States ◽  
Community Partner ◽  
Short Term ◽  
Community Partners ◽  
Faculty Leader ◽  
Study Abroad Program

Purpose The purpose of this clinical focus article is to describe the development and execution of the Speech, Language, and Hearing Sciences in India service learning (SL) study abroad program. It includes the perspectives of the faculty leader from the United States and of the faculty and staff from the community partner organizations in India. Method The development of the program utilized an SL model and occurred over the course of 1 year of planning and discussions with three primary community partner organizations in India, and the program has been offered in the summer of 2018 and 2019. Results Program planning and development, program activities, as well as benefits and challenges are described. Feedback from community partners and qualitative comments from participants are included. Conclusion A short-term SL study abroad program can be mutually beneficial with careful planning that includes input from community partners in the destination country.

Implementing and Evaluating Culturally Responsive Teaching for Historical Black Colleges and Universities (HBCUs) Through Study Abroad Programs

2020 ◽  
pp. 53-82
Author(s):  
April L. Jones ◽  
Rhonda M. Collier
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Study Abroad ◽  
Learning Strategies ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Responsive Teaching ◽  
Study Abroad Programs ◽  
Learning Programs

This chapter focuses on social work methodology as a means of developing effective study abroad programs at HBCUs. Moreover, the chapter proposes ways to implement social work standards into study abroad programs for HBCU students. The chapter provides meaningful case studies to examine the impact of service-learning programs that employ culturally responsive teaching and learning strategies as well as social work standards for HBCU students on short-term programs. The chapter provides a myriad of strategies for culturally responsive teaching. While the focus is on social work education, the methods developed in this chapter may be used in service-learning settings.

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