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.

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 Factors Affecting Students’ Evaluation in a Community Service-Learning Program

2006 ◽  
Vol 12 (4) ◽  
pp. 475-490 ◽  
Author(s):  
Kai-Kuen Leung ◽  
Wen-Jing Liu ◽  
Wei-Dan Wang ◽  
Ching-Yu Chen
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Community Service Learning ◽  
Learning Program ◽  
Factors Affecting

scholarly journals Enhancing students’ preparation for the professional field: A quasi-experimental study on a new community service learning module for first year pedagogical sciences students

2020 ◽  
Author(s):  
Leonie Vreeke ◽  
Jorg Huijding ◽  
Susan Branje ◽  
Belinda Hibbel ◽  
Jaap Van der Ham ◽  
...  
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Real Life ◽  
Professional Organization ◽  
First Year ◽  
Academic Education ◽  
Community Service Learning ◽  
Teaching Module ◽  
Professional Field ◽  
Project Partner

In this paper, we describe the implementation of a new teaching module in the first year of a Pedagogical Sciences programme based on Problem Based Learning, Community Service Learning and co-creation principles. In this module, first year students answered a real-life pedagogical question for a project partner from a professional organization. Students ‘co-created’ solutions for the pedagogical-themed question by working together with a university expert and a project partner from a professional organization. Results indicated that students involved in this new teaching module scored significantly higher on a range of self-reported outcomes: feelings of being challenged, being able to link science to practice, feeling prepared for the professional field in general, and intrinsic motivation. Significant positive results occurred specifically when levels of co-creation were relatively high. This study underscores the importance of involving societal partners and challenging students to work on real-life problems very early on in academic education, that is, already in their first year at university.

scholarly journals Early exposure to community service learning in the medical curriculum: A model for orientation week introduction

2019 ◽  
Vol 16 (1) ◽  
pp. 19-25
Author(s):  
Kaitlin Endres
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Medical Curriculum ◽  
First Year ◽  
Early Exposure ◽  
Community Service Learning ◽  
Learning Programs ◽  
Excellent Method ◽  
New Community ◽  
Orientation Week

Community service learning programs in pre-clerkship medical education are increasingly recognized as important in creating physicians who recognize the effects of one’s environment on their health and further strive to advocate for these patients to receive access to social programs that can improve their outcomes. The University of Ottawa Aesculapian Society recognized that an excellent method for providing early exposure to service opportunities in one’s new community is through Orientation Weeks. Prior to this year, no Orientation Week across Ontario had a philanthropy focus. Philanthropy in most students’ eyes refers to monetary donation. Understandably, Orientation Week directors continuously make the decision that asking medical students to donate money during the first week of one of many financially demanding yeas is unrealistic. Ottawa decided to incorporate philanthropy into our Orientation Week in the more inclusive form of community service, allowing students to donate their time, rather than donating their money. In addition to ensuring that philanthropy still has the opportunity to be a fundamental component of bonding during Medical School Orientation Weeks, as it does at the Undergraduate degree level, our initiative also served to facilitate early exposure to the various organizations students could complete their community service learning placements with later in their first year. Here we present our model, uO-Serves (“uOttawa-Serves”) of an Orientation Week philanthropy initiative of time-based community service in hopes that other Medical Schools will consider implementing a similar initiative within their Orientation Weeks

Know your medicine: A novel student-led community service learning program

2017 ◽  
Vol 9 (3) ◽  
pp. 353-359 ◽  
Author(s):  
Crystal K. Howell ◽  
Kelly R. Reveles ◽  
Leroy C. Knodel ◽  
Nancy R. Pattyn ◽  
Christopher R. Frei
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Community Service Learning ◽  
Learning Program

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.

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