scholarly journals Students Mentoring Students in a Service-Learning Clinical Supervision Experience: An Educational Case Report

2011 ◽  
Vol 91 (10) ◽  
pp. 1513-1524 ◽  
Author(s):  
Jill Black Lattanzi ◽  
Sandra L. Campbell ◽  
Robin L. Dole ◽  
Kerstin M. Palombaro
Keyword(s):  
Case Report ◽  
Physical Therapy ◽  
Service Learning ◽  
Social Responsibility ◽  
Community Service ◽  
Clinical Supervision ◽  
First Year ◽  
Academic Skill ◽  
Community Partner ◽  
Peer Mentorship

Background and Purpose Service-learning projects present the opportunity to combine academic skill practice and peer mentorship with meaningful community service. Implicit learning outcomes include an enhanced understanding of social responsibility and professional development—concepts difficult to teach in the classroom. The purpose of this educational case report is to describe the development, application, and outcomes of a service-learning project designed to facilitate peer mentorship and the development of social responsibility. Development of the Process Widener University mandated that all programs offer student community service opportunities on Martin Luther King Day. In response, the physical therapy program developed a plan to clean and screen assistive and mobility devices and provide blood pressure screening at designated community sites. Application of the Process All faculty and all members of the first-year and third-year Doctor of Physical Therapy (DPT) classes participated. The students and a faculty member traveled to designated community sites in teams. First-year students were able to practice newly acquired skills under the supervision and peer mentorship of third-year students. Outcomes Outcomes of the service-learning project were assessed through a tally of services rendered, measurement of curricular goal achievement, a survey of the community partners' satisfaction with the event, and consideration of both first-year and third-year DPT student reflection papers. Discussion The service-learning project was effective in meeting a community need, enhancing community partner relationships, fostering student understandings of social responsibility, and creating a valuable peer mentorship experience.

scholarly journals Conceptual Framework for Assessing Process Variables Salient for Service-Learning Experience

2020 ◽  
Author(s):  
Ka Hing Lau ◽  
Robin Snell
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Course Design ◽  
Learning Experience ◽  
Community Partner ◽  
Positive Role ◽  
Data Set ◽  
The Past ◽  
Multi Stakeholder ◽  
Effective Integration

Service-learning is an established pedagogy which integrates experiential learning with community service. It has been widely adopted in higher education around the world including in Hong Kong, yet the key ingredients that determine its successful impacts for its stakeholders have not been fully assessed. This study reviewed the past literature, which indicates the key ingredients that may be found in successful service-learning programmes. We identify six key ingredients: students provide meaningful service; the community partner representative plays a positive role; effective preparation and support for students; effective reflection by students; effective integration of service-learning within the course design; and stakeholder synergy in terms of collaboration, communication and co-ownership. In order to obtain an inter-subjectively fair and trustworthy data set, reflecting the extent to which those key ingredients are perceived to have been achieved, we propose a multi-stakeholder approach for data collection, involving students, instructors and community partner representatives.

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 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.

Nurturing social responsibility through community service-learning: Lessons learned from a pilot project

2010 ◽  
Vol 32 (11) ◽  
pp. 905-911 ◽  
Author(s):  
Shafik Dharamsi ◽  
Nancy Espinoza ◽  
Carl Cramer ◽  
Maryam Amin ◽  
Lesley Bainbridge ◽  
...  
Keyword(s):  
Service Learning ◽  
Social Responsibility ◽  
Community Service ◽  
Pilot Project ◽  
Lessons Learned ◽  
Community Service Learning

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

scholarly journals Introductory Service-Learning Experience: Macau College Students in Ethnic Minority School of Mountain Area in China

2019 ◽  
Vol 30 (3) ◽  
Author(s):  
Chinghui Lu ◽  
Ziyan Chen ◽  
Ziyi Yang
Keyword(s):  
College Students ◽  
Service Learning ◽  
Social Responsibility ◽  
Learning Community ◽  
Community Service ◽  
Learning Experience ◽  
Mountain Areas ◽  
Mountain Area ◽  
Study Results ◽  
Education In China

This paper described how university students from Macau took social responsibility in China through Service-Learning project. It was an introductory experience for the student participants and for the children in the mountain area as well. This study aimed at raising children’s interest in learning and their desire of continuing study. Results were reported in four themes: (1) increasing personal competence of teamwork spirits, leadership and service skills; (2) students’ perception towards poverty issue and education in China rural and mountain areas; (3) having commitment to the next service; (4) realizing that Service-Learning must be a mutual process. This paper also provides an overview of how a living-learning community dedicated itself to community service to educate residents holistically.  

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