A focus group study of chiropractic students following international service learning experiences

Abstract

Objective: One objective of chiropractic education is to cultivate clinical confidence in novice practitioners. The purpose of this qualitative study was to describe how participation in a short-term international service learning experience changed perceptions of clinical confidence in senior chiropractic students. Methods: Seventeen senior chiropractic students participated in 4 moderated focus group sessions within 4 months after a clinical educational opportunity held in international settings. Participants answered standard questions on how this educational experience may have changed their clinical confidence. Two investigators performed qualitative thematic analysis of the verbatim transcripts to identify core concepts and supporting themes. Results: The core concept was transformation from an unsure student to a confident doctor. The service learning experience allowed students to deliver chiropractic treatment to patients in a real-world setting, engage in frequent repetitions of technical skills, perform clinical decision-making and care coordination, and communicate with patients and other health professionals. Students described increased clinical confidence in 9 competency areas organized within 3 domains: (1) chiropractic competencies including observation, palpation, and manipulation; (2) clinical competencies including problem solving, clinic flow, and decision-making; and (3) communication competencies, including patient communication, interprofessional communication, and doctor-patient relationship. Students recommended that future service learning programs include debriefing sessions similar to the experience offered by these focus groups to enhance student learning. Conclusion: Senior chiropractic students who participated in an international service learning program gained confidence and valuable practical experience in integrating their chiropractic, clinical, and communication skills for their future practices.

The Thousand Year Flood: University Students’ Reflections on Service Learning Experiences Before and After a Natural Disaster

“…Community organizations that offer service learning opportunities may want to add information to their trainings about how events, such as natural disasters, can impact a student’s experience. While service learning in itself can serve as a form of training for health professional students by giving them hands-on opportunities to work with individuals in need (Boysen, Salsbury, Derby, & Lawrence, 2016), there is also a need for adequate training upfront that provides students with information on a variety of events that could happen. Prior research has demonstrated that providing intensive training that addresses student concerns around what to expect before service learning assignments occur could decrease student apprehension related to completing service learning requirements (Chuang et al, 2015).…”

“…Prior research has demonstrated that providing intensive training that addresses student concerns around what to expect before service learning assignments occur could decrease student apprehension related to completing service learning requirements (Chuang et al, 2015). Students may also benefit from a debriefing session after the volunteer assignment to talk about their experiences (Boysen et al, 2016).…”

Impact and Reasoning: Applying Community Service Learning in a Non-Traditional Field

“…CSL provides for fostering of civic engagement, fostering of caring, introduction to diversity issues, transformative learning, and awareness of role (Bowen, 2014; Boysen et al, 2016; Fullerton et al, 2015; Greenwood, 2015). Higgins (2009) suggests that CSL instills a sense of civic responsibility in students.…”

“…These concrete experiences followed by focused reflection allow for enhanced understanding and knowledge development. This approach has been used widely throughout higher education because of its varied benefits, including fostering civic engagement, fostering caring, introducing issues of diversity, fostering awareness of role, and strengthening communication and collaboration within the community (Bowen, 2014; Boysen et al, 2016; Fullerton et al, 2015; Greenwood, 2015; Ponder et al, 2011). CSL experiences are commonly utilized as required coursework in both traditional undergraduate and honors undergraduate curricula to enhance student awareness, civic engagement, and understanding of social justice issues (Klos et al, 2015).…”

Evaluating a service-learning assignment in a doctor of chiropractic program public health course

“…Little has been published, however, about service learning in doctor of chiropractic programs (DCPs), with the exception of a small study on student outcomes after international mission trips. 7 Since spring 2017, the introductory public health course at our institution has included a service-learning assignment in which students are given a choice to volunteer for a nonprofit, attend a political event, or work on a project related to health in their community (Appendix A is available online accompanying this paper at www. journalchiroed.com).…”