2015
DOI: 10.1080/10401334.2015.1011647
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A Systematic Review of Service-Learning in Medical Education: 1998–2012

Abstract: The findings of the qualitative thematic analysis of service-learning variation in medical education identified a total of seven themes with subthemes. The themes identified from the analysis were (a) geographic location and setting, (b) program design, (c) funding, (d) participation, (e) program implementation, (f) assessment, and (g) student outcomes. Insights: This systematic review of literature confirmed the existence of program heterogeneity among service-learning program in medical education. However, t… Show more

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Cited by 88 publications
(92 citation statements)
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“…And yet, no meta‐analysis has been conducted. Conversely, there have been several meta‐analytic studies of service learning (Andrews, ; Celio, Durlak, & Dymnicki, , Conway, Amel, & Gerwien, ; Stewart & Wubbena , and Yorio & Ye, ), which is based on Dewey's () argument that learning is the interaction of knowledge and skills with experience (Stewart & Wubbena, ). In a review of 103 samples of service learning, Conway et al.…”
Section: Introductionmentioning
confidence: 99%
“…And yet, no meta‐analysis has been conducted. Conversely, there have been several meta‐analytic studies of service learning (Andrews, ; Celio, Durlak, & Dymnicki, , Conway, Amel, & Gerwien, ; Stewart & Wubbena , and Yorio & Ye, ), which is based on Dewey's () argument that learning is the interaction of knowledge and skills with experience (Stewart & Wubbena, ). In a review of 103 samples of service learning, Conway et al.…”
Section: Introductionmentioning
confidence: 99%
“…PPI and service-learning are unique approaches to train Physical Therapy and Sport Science students how to provide patient care from a population perspective. Servicelearning is a structured experience that combines community service with specific learning objectives, preparation and reflection through community-academic partnerships 42 . Studies demonstrate that, with appropriate supervision, student involvement not only maintains or improves patient satisfaction outcomes, but can contribute to improving patient safety and health outcomes 43,44 .…”
Section: Discussionmentioning
confidence: 99%
“…Bu tanımda tıp fakülteleri ile toplum, sağlık yöneticileri, sağlık profesyonelleri ve politika belirleyiciler arasındaki işbirlikçi ilişkiler öne çıkmaktadır (13). (30). Borges ve Hartung'un çalışmasında, her öğrenciden beş yıllık tıp eğitimi programı boyunca her akademik yılda ayda dört saatlik hizmet sunması beklenmiş ve "hizmet", ihtiyaç sahibi, yetersiz hizmet alan ve/veya korunmasız insanlara ya da topluluklara fayda sağlamayı amaçlayan çalışma olarak tanımlanmıştır.…”
Section: Sosyal Sorumlulukunclassified