scholarly journals Using Service-Learning to Teach Community Health: The Morehouse School of Medicine Community Health Course

2010 ◽  
Vol 85 (10) ◽  
pp. 1645-1651 ◽  
Author(s):  
Ayanna V. Buckner ◽  
Yassa D. Ndjakani ◽  
Bahati Banks ◽  
Daniel S. Blumenthal
Keyword(s):  
Service Learning ◽  
Community Health ◽  
Learning To Teach ◽  
School Of Medicine ◽  
Health Course ◽  
Medicine Community

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

scholarly journals Promoting Cultural Competency: A Nutrition Education Model for Preparing Dietetic Students and Training Paraprofessionals in an International Setting

2017 ◽  
Vol 9 (7) ◽  
pp. 108
Author(s):  
Elizabeth Wall-Bassett ◽  
Nancy Harris
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Community Health ◽  
Nutrition Education ◽  
Thinking Skills ◽  
Grant Writing ◽  
Spring Semester ◽  
Education Model ◽  
Dietetic Students ◽  
Community Health Aides

Diversity sensitivity and cultural competence must become fundamental components of university curricula. A multi-dimensional nutrition education model was developed for a train-the-trainer program that included training dietetic students who would then train paraprofessionals instrumental in providing education and care for individuals in a community. This model effectively integrated diversity sensitivity, cultural competence, and nutrition competencies for the dietetics students. Eight culturally specific modules on basic nutrition, food sanitation and safety, and prevention, identification and management of prevalent non-communicable chronic diseases were developed during Spring semester 2009. A nutrition education workshop was held for twenty Community Health Aides in the Commonwealth of Dominica during summer (July) 2009. The dietetic students presented the modules and conducted evaluations of the model. Workshop participants rated the modules favorably. Dietary workshops for Community Health Aides can be extremely useful tools for developing a larger base of knowledge, increasing health awareness, and strengthening education and outreach. Likewise, this service learning model exposes students to skills related to grant writing, research, curriculum development, and teaching. This program encouraged students to apply innovative, critical thinking skills necessary to succeed in a dynamic, global profession. Utilizing this educational model will prepare students to be leaders in an increasingly challenging environment.

Evaluating Critical Thinking Skills in a Scenario-Based Community Health Course

1998 ◽  
Vol 15 (1) ◽  
pp. 21-29 ◽  
Author(s):  
M. Kay Sandor ◽  
Michele Clark ◽  
Doris Campbell ◽  
Anna P. Rains ◽  
Rita Cascio
Keyword(s):  
Critical Thinking ◽  
Community Health ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Course

Community Health Screening And Education Through Laboratory Science Workshop: Participant Evaluation Of The 2018 Pilot Program In Aco, Peru

2020 ◽  
Vol 154 (Supplement_1) ◽  
pp. S129-S130
Author(s):  
J R Ellis ◽  
J Vreeland ◽  
F Jaimes
Keyword(s):  
Public Health ◽  
Health Education ◽  
Service Learning ◽  
Community Health ◽  
Public Health Education ◽  
Health Screening ◽  
Future Health ◽  
Laboratory Science ◽  
Parents And Children ◽  
Medical Relief

Abstract Introduction/Objective Public health outreach initiatives underutilize laboratory medicine students and professionals. This poster will discuss a novel bilingual community health screening and education (CHS & E) through laboratory science service-learning (SL) study abroad (SA) program that could be utilized to improve community engagement and understanding of public health issues from a lab perspective. Methods In collaboration with The Foundation for International Medical Relief of Children (FIMRC), Texas State University faculty member, Joanna Ellis, and five CLS senior-level students traveled to Huancayo, Peru in June of 2018 for a CHS & E through lab science SL-SA program. Utilizing the self-powered Lab-in-a-Suitcase from International Aid, the group conducted four CHS & E through lab science events in four different communities. We conducted hemoglobin, urinalysis, glucose, cholesterol, and STI screenings on more than 160 people. The CUY Project was the most involved activity with six interactive stations for the families to learn about anemia, parasites, and nutrition through lab tests. Parents and children learned more about their conditions through interactive lab science activities and tests. Following the workshop, parent participants were given an anonymous survey about their knowledge before and after the workshop as well as their suggestions for its improvement. Results The lab-science based activities illustrated the biological impact of their lifestyle and dietary choices in a new and impactful way. Participants self-assessed that they learned significantly more about anemia and diabetes during the workshop. Participants learned more about hygiene than they knew before the workshop; however, the increase was not statistically significant. Parent participants surveyed (100%) stated that the workshop would help them make decisions in caring for their children and would help prevent future health problems. Conclusion Although the newest iteration of the workshop is entitled Health Education Advances with Lab Science (HEALS) this poster will describe the preparation, implementation, and first stage of evaluation of the CHS & E through laboratory science workshop in Peru. This poster session is an opportunity to discuss how laboratory professionals can interact with their community and showcase the value of the field in public health education initiatives.

Post-Graduation Impact of a Program Planning Service-Learning Project

2020 ◽  
pp. 237337992090764
Author(s):  
Deb Risisky ◽  
Tess Goldson ◽  
Robert DeMezzo
Keyword(s):  
Public Health ◽  
Service Learning ◽  
New England ◽  
Positive Impact ◽  
Program Planning ◽  
Public Health Workforce ◽  
Health Promotion Program ◽  
Group Settings ◽  
Health Course ◽  
The Impact

Research has shown that service-learning can increase student-learning outcomes across various disciplines. Service-learning opportunities have been steadily increasing in college settings, especially in health-related fields. This evaluation of an undergraduate public health course at a mid-size, public university in New England sought to understand the impact of service-learning on material retention, internships, and post-graduation public health careers. A 25-item questionnaire was emailed to students who took the course between the Fall 2010 and Spring 2016 semesters with 75 completed (33.3% completion rate). More than half of the respondents noted that their participation in a service-learning project positively affected their internship experience, their first post-graduation job, and their overall career, while also helping them retain the course material after graduation. Open-ended responses provided insight to the qualitative responses. Respondents noted that in addition to having the understanding and ability to put on programs in their community, they also had more confidence in their abilities. The opportunity to practice public speaking skills as well as work collaboratively in group settings, were both noted as essential skills needed to succeed in the public health workforce. It was concluded the project had a positive impact on student’s learning and retention in planning, implementing, and evaluating an actual health promotion program as well as how they were able to use those skills in their careers.

Sign in / Sign up

Export Citation Format

Share Document