A Service-Learning Elective to Promote Enhanced Understanding of Civic, Cultural, and Social Issues and Health Disparities in Pharmacy

Objective. To determine if the service-learning components used at a convenience sample of schools and colleges of pharmacy meet the intent of the 2001 AACP Professional Affairs Committee (PAC) report.Methods. An online questionnaire was used to survey faculty members or staff involved with servicelearning education at their school of pharmacy. Questions addressed aspects of service-learning including types of activities used, duration of student involvement with community partners, and association of learning objectives with service-learning activities. Results. The majority (85.3%) of respondents reported their institution used service-learning. Activities reported as part of service-learning ranged from working at health fairs to involvement with pharmacy school recruitment. More than half (64.3%) of service-learning activities involved long-term interactions with one community partner, and 74.1% of respondents indicated there was always an opportunity for student reflection on the service-learning activity. Conclusion. There is increasing though inconsistent application of PAC guidelines regarding servicelearning.

Section: Introductionmentioning

confidence: 99%

An Assessment of Service-Learning in 34 US Schools of Pharmacy Follow Up on the 2001 Professional Affairs Committee Report

Schlesselman

Borrego

Bloom

et al. 2015

“…[1][2][3][4][5][6][7][8][9][10][11] Many of these studies investigated learning outcomes using assessment methods such as pre-and post-course testing or post-course open-ended questions and responses. These studies, however, did not address whether the service-learning courses led to learning outcomes different from those that can be achieved by students taking similar courses that do not involve service learning.…”

Section: Introductionmentioning

confidence: 99%

Impact of a Service-Learning Course on First-Year Pharmacy Students' Learning Outcomes

Kearney

2013

Objectives. To assess the differences in learning outcomes of first-year (P1) pharmacy students enrolled in a course based on service learning with those of a comparable group of students not enrolled in a course involving service learning. Design. Students on 2 campuses of a school of pharmacy completed a required P1 course involving service learning. A control group of students at a different school completed typical P1 courses, none of which involved service learning. Assessment. A questionnaire was administered to P1 students in the study group at the conclusion of the service-learning course, and a similar questionnaire was administered to P1 students in the control group in the spring of their P1 year. Survey questions inquired about what the students had learned generally and in the areas identified as common to the 2 groups of respondents. Differences in the learning outcomes of the students were identified, most notably in the areas of professional communication, cultural competence, the elderly, and awareness of service-providing agencies in the community. Conclusion. This study demonstrated that service-learning positively impacts pharmacy students' learning outcomes.

“…Multiple published studies pertaining to rural health education in the United States relate to servicelearning components of elective practice experiences, telepharmacy, and the incorporation of public health into pharmacy education, but no comprehensive review of curricular offerings in rural health pharmacy has been published. [10][11][12][13][14] The purpose of this paper is to provide the status of curricular offerings in rural health pharmacy education and training at colleges and schools of pharmacy in the United States.…”

Section: Introductionmentioning

confidence: 99%

Rural Health in Pharmacy Curricula

Thrasher

O’Connor

Joyner

2012

The 2010 Patient Protection and Affordable Care Act proposes strategies to address the workforce shortages of primary care practitioners in rural America. This review addresses the question, "What specialized education and training are colleges and schools of pharmacy providing for graduates who wish to enter pharmacy practice in rural health?" All colleges and schools accredited by the Accreditation Council for Pharmacy Education or those in precandidate status as of December 2011 were included in an Internet-based review of Web sites. A wide scope of curricular offerings were found, ranging from no description of courses or experiences in a rural setting to formally developed programs in rural pharmacy. Although the number of pharmacy colleges and schools providing either elective or required courses in rural health is encouraging, more education and training with this focus are needed to help overcome the unmet need for quality pharmacy care for rural populations.