Student-Run Clinics: Opportunities for Interprofessional Education and Increasing Social Accountability

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Maxine Holmqvist ◽  
Carole Courtney ◽  
Ryan Meili ◽  
Alixe Dick
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Interprofessional Education ◽  
Student Leadership ◽  
Social Accountability ◽  
Student Leaders ◽  
Community Service Learning ◽  
History Of ◽  
Socially Responsive ◽  
Canadian Student

Background: Collaborative practice is a necessary component of providing effective, socially responsive, patient-centred care; however, effective teamwork requires training. Canadian student-run clinics are interprofessional community service-learning initiatives where students plan and deliver clinical and health promotion services, with the assistance of licensed healthcare professionals.Methods and Findings: In this article, we use a reflective approach to examine the phenomenon of student-run clinics in Canada. First, we briefly review the history of student-run clinics and then describe one particular clinic in detail. Then, drawing on the experiences of student-run clinics across the country, we identify common themes and challenges that we believe characterize these programs.Conclusion: Student-run clinics in Canada emphasize health equity, interprofessionalism, and student leadership. As more student-run clinics are developed, both nationally and internationally, co-ordinated research efforts are needed to determine their effects on students, institutions, communities, and healthcare systems. If educators can learn to collaborate effectively with student leaders, student-run clinics may be ideal sites for advancing learning around interprofessionalism and social accountability.

scholarly journals Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Megan Clark ◽  
Meredith McKague ◽  
Vivian R. Ramsden ◽  
Shari McKay
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Community Service ◽  
Low Income ◽  
Interprofessional Education ◽  
Pharmacy Students ◽  
First Year ◽  
Community Service Learning ◽  
Learning Program ◽  
New Findings

Abstract   Background  This Community Service-Learning Project (CSLP) at the University of Saskatchewan is designed to help students develop patient-centred care practices in urban underserved settings.  First-year medical and pharmacy students partner interprofessionally to both learn and serve, working with community-based organizations (CBOs) that primarily serve either low-income or newcomer residents of Saskatoon. Since the CSLP’s pilot year in 2005-2006, 98 first-year medical and pharmacy students have participated in the CSLP.       Methods and Findings  We evaluated the outcomes and processes of the CSLP since the 2006-2007 year, using mixed methods: end-of-project questionnaires; document analysis looking for key and recurrent themes; end-of-project semi-structured interviews with CBO coordinators and clients. We examined students’ experiences, including satisfaction, achievement of learning objectives, learning processes, and perceived outcomes. Students’ main learning outcomes related to client-centered approach, interprofessional attitudes and skills, and personal development. Various learnings related to program processes are reported.   Conclusions  Our evaluation reinforced findings from the literature on both interprofessional education and community service-learning, as well uncovering some new findings.   Students described a transformative learning experience that helped them begin to develop understanding and skills to work more effectively with clients in urban underserved settings.

Community Service-Learning in Canada: Emerging Conversations

2018 ◽  
Vol 4 (1) ◽  
pp. i-xiii
Author(s):  
Nancy Van Styvendale ◽  
Jessica McDonald ◽  
Sarah Buhler
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Engaged Scholarship ◽  
Engaged Learning ◽  
Special Issue ◽  
Community Service Learning ◽  
The Future ◽  
History Of ◽  
Publishing Community ◽  
Current Practices

 This special issue invites engaged learning practitioners and scholars, both established and emerging, to take stock of the history of CSL, assess current practices, and consider how to move forward in the future. Is CSL the biggest thing to hit Canadian campuses since the late 1990s? With approximately fifty CSL programs or units across the country (Dorow et al., 2013), annual gatherings of scholars and practitioners, and a network of individuals who remain devoted to CSL despite challenges in funding and logistics, CSL in Canada has certainly made its mark, embedded in the context of a larger movement of engaged scholarship on campuses across the country—a movement exemplified in this very Engaged Scholar Journal, the first of its kind in Canada to focus on publishing community-engaged work.

scholarly journals Community service learning: an effective vehicle for interprofessional education

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Taline D Infante ◽  
Lyda C Arevalo-Flechas ◽  
Lark A Ford ◽  
Norma S Partida ◽  
Norma Ketchum ◽  
...  
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Community Service ◽  
Interprofessional Education ◽  
Health Professions ◽  
Multidisciplinary Teams ◽  
Health And Wellness ◽  
Community Service Learning ◽  
Faculty Supervision ◽  
Working Together

Background Health professions students have limited exposure to each other during education and training, yet there are many expectations for interaction in the workplace as part of functioning health care teams. We reasoned that providing students an opportunity to work together in a service learning project under faculty supervision would enhance student knowledge and appreciation of each other’s disciplines and give them a better understanding of working together. Methods and Findings Teams of students from four disciplines (medicine, nursing, dentistry, dental hygiene) worked as volunteers with a unique population of transitional homeless families to develop individualized health and wellness plans. Pre- and post-participation surveys were used to measure changes in student perceptions of working in multi-disciplinary teams, and focus groups were used to identify strengths and weaknesses of the project and future directions. Conclusions Results showed positive predispositions to working with each other which were further enhanced by collaborative, interprofessional experience. Students’ confidence in working together in multidisciplinary teams and understanding of the training and expertise of other professions increased after participation and changes were statistically significant. Interprofessional education and community service-based learning may be a powerful combination for demonstrating the value of clinical teamwork to health professions students.

scholarly journals Interprofessional Experiences at a Student-run Clinic: Who Participates and What Do They Learn?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Emma Ambrose ◽  
Dana Baker ◽  
Inderveer Mahal ◽  
Aaron MicFlikier ◽  
Maxine Holmqvist
Keyword(s):  
Primary Care ◽  
Service Learning ◽  
Student Retention ◽  
Community Service ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Holistic Approach ◽  
Qualitative Information ◽  
Community Service Learning ◽  
Provider Satisfaction

Background: Student-run Clinics (SRCs) are student-driven, interprofessional community service-learning primary care initiatives in which students of different disciplines work collaboratively under the supervision of licensed healthcare professionals. Despite their increasing prominence and promise as vehicles for interprofessional education, little is known about the characteristics of students or mentors who participate in these initiatives. Methods: A quality improvement review was conducted by members of an interprofessional, student-run clinic based on data collected in the first 3 years of clinic operation. Program records and anonymous feedback forms were examined for information regarding student and mentor characteristics (e.g., discipline, frequency of participation) and information regarding service provider satisfaction and recommendations.  Findings: The STAR Clinic had low student retention with the majority of students attending only one clinic shift. There was also limited student and mentor diversity, with medicine and nursing most highly represented. Qualitative information highlighted areas of strength and opportunities for improvement. Conclusions: Recruitment and retention of students and mentors should be a priority for SRCs. Efforts devoted to increasing interprofessional diversity would likely benefit clients and allow for a more holistic approach to person-centred care.

To Serve or not to Serve? Student Leaders, Community Service, and Community Service Learning

2016 ◽  
pp. 191-201
Author(s):  
Musramaini Mustapha ◽  
Norzie Diana Baharum ◽  
Siti Aishah Mohamad ◽  
Nooradzlina Mohd Pauzi ◽  
Noor Raihani Binti Zainol
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Student Leaders ◽  
Community Service Learning

Community Service Learning with First Peoples

2018 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Dawn Bennett ◽  
Anne Power ◽  
Naomi Sunderland
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Music Educators ◽  
Learning Opportunities ◽  
Community Music ◽  
Culturally Appropriate ◽  
Community Service Learning ◽  
Intercultural Learning ◽  
Music Making ◽  
First Peoples

Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals Community Service-Learning: Why Can’t Canada Be More Like Mexico?

2018 ◽  
Vol 4 (1) ◽  
pp. 39-59
Author(s):  
Victoria Calvert ◽  
Halia Valladares Montemayor
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Undergraduate Students ◽  
National Level ◽  
Community Service Learning ◽  
Community Partners ◽  
Canadian Universities ◽  
Post Secondary ◽  
Volunteer Programs ◽  
The Government

  In Mexico, the community service strategy and requirements for undergraduate students are both longstanding and mandated by the Mexican Constitution. Students undertake a minimum of 480 hours of service during their undergraduate degrees, which are coordinated through their universities’ Social Service (SS) departments. Many Canadian universities and colleges offer community service through courses and volunteer programs; however, the practice and adoption levels vary widely. Student involvement with community partners, as represented through community service-learning (CSL) and volunteerism in Canada, are sponsored by many post-secondary institutions but are not driven by a national agenda. While, in Mexico, community service is documented at a departmental and institutional level for reporting to stakeholders and the government, in Canada, documentation of community service varies with the institutional mandate and is often sporadic or non-existent; the imperative for systematic student engagement and citizenship development has not been recognized at the national level. This research paper provides an overview of the community engagement practices in both countries, with the national patterns represented through a summative review of selected Canadian and Mexican universities. Suggestions for processes and practices for Canada are proposed based upon the Mexican model.

scholarly journals Community Service-Learning in a Large Introductory Sociology Course: Reflections on the Instructional Experience

2018 ◽  
Vol 4 (1) ◽  
pp. 61-78
Author(s):  
Jana Grekul ◽  
Wendy Aujla ◽  
Greg Eklics ◽  
Terra Manca ◽  
Ashley Elaine York ◽  
...  
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Community Service ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Teaching Experience ◽  
Pilot Project ◽  
Theory And Practice ◽  
Community Service Learning ◽  
Introductory Sociology

This paper reports on a pilot project that involved the incorporation of Community Service-Learning (CSL) into a large Introductory Sociology class by drawing on the critical reflections of the six graduate student instructors and the primary instructor who taught the course. Graduate student instructors individually facilitated weekly seminars for about 30 undergraduate students, half of which participated in CSL, completing 20 hours of volunteer work with a local non-profit community organization. We discuss the benefits of incorporating CSL into a large Introductory Sociology class and speculate on the value of our particular course format for the professional development of graduate student instructors. A main finding was the critical importance to graduate students of formal and informal training and collaboration prior to and during the delivery of the course. Graduate students found useful exposure to CSL as pedagogical theory and practice, and appreciated the hands-on teaching experience. Challenges with this course structure include the difficulty of seamlessly incorporating CSL student experiences into the class, dealing with the “CSL”/ “non CSL” student division, and the nature of some of the CSL placements. We conclude by discussing possible methods for dealing with these challenges.  

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