Alumni Perspectives on the Role of Medical School Service Learning Experiences in Their Professional Development and Practice

Hand, Jane; Koransky, Alison; Feinman, Jason; Pellerano, Maria; Jiménez, Manuel E.; Giordano, Susan; Jahn, Eric

doi:10.1353/hpu.2018.0102

Cited by 14 publications

(14 citation statements)

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“…Furthermore, there was inconsistency across disciplines and institutions around in the use of labels, such as: student-assisted, -led, -run, or -facilitated. Additional terms identified in a separate, systematic review of international student-led clinics (submitted) included service-learning (examples [42][43][44][45] ) and student free-clinics (examples [46][47][48][49][50][51][52] ), the apparent distinction for these being the model of operation making no charge on service users, whereas as some, but not all, student clinics charge nominal fees to cover costs. Across all variations, the initiatives described appeared to fulfil the same purpose -addressing a community health need and generating authentic learning experiences for the student.…”

Section: Discussionmentioning

confidence: 99%

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Tokolahi¹,

Broman²,

Longhurst³

et al. 2021

JMDH

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Background Student-led clinics have gained increasing attention as a mechanism for students across various health professions to gain authentic interprofessional clinical placement experience during their educational programme. Purpose This scoping review is designed to identify and describe experiences relating to student-led clinics in Aotearoa New Zealand. Methods The review involved five key steps: 1) identifying the research question; 2) identifying relevant studies; 3) study selection; 4) charting the data; and 5) collating, summarising and reporting the results. Discussion Student-led health clinics present invaluable educational opportunities for authentic collaborative practice and capacity to improve population health and well-being, especially in marginalised and disadvantaged communities. Clinic establishment and operation require consideration of a complex set of factors. Conclusion Community consultation (including with Indigenous populations) should precede establishment of clinics. There is scope for more reporting and objective evaluation to ensure best practice is being determined, developed, and achieved.

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Section: Discussionmentioning

confidence: 99%

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Tokolahi¹,

Broman²,

Longhurst³

et al. 2021

JMDH

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“…For many institutions, the goal of service-learning is for students to learn about population health and to promote and improve public health skills [10]. Many studies have shown that service activities are correlated with higher levels of empathy, better understanding of community needs, and an increased belief that physicians have a responsibility to provide medical care for the needy [11][12][13][14][15]. Additionally, when studies specifically compare groups of students who participate in some type of community service to those that do not, results suggest that attitudes towards the underserved are consistently better in service groups [16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

et al. 2021

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Although medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

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“…Another study of engineering faculty indicated that reflective processes enhanced the students’ professional readiness (Tucker et al, 2014). There are many additional studies that indicate discipline-specific service-learning increases students’ professional skill sets and leadership development (Beck et al, 2015; Colakoglu & Sledge, 2013; Hand et al, 2018; Hébert & Hauf, 2015; Koch et al, 2014; Lester, 2015; Levesque-Bristol & Stanek, 2009; Peterson et al, 2014; Weiss et al, 2016; Werder & Strand, 2011), but their influence in the liberal arts context remains unclear. Thus, we asked: Research Question 2 (RQ2): How do reflection activities influence (a) pedagogical effectiveness, (b) civic engagement, and (c) professional development? …”

Section: Research Questionsmentioning

confidence: 99%

“…Professional development. Research on service-learning's professional outcomes suggests that students perceived that their experiences developed their collaboration, communication, leadership, and other professional skills across a wide variety of disciplines (Colakoglu & Sledge, 2013;Hand et al, 2018;Hébert & Hauf, 2015;Koch et al, 2014;Lester, 2015;Levesque-Bristol & Stanek, 2009;Peterson et al, 2014;Weiss et al, 2016). Although the liberal arts have been traditionally focused on fostering the students' personal, spiritual, and civic development, the AACU's (2007) recent emphasis on high-impact practices such as service-learning have reframed liberal education to include more applied learning practices.…”

Section: Service-learning and Liberal Arts Outcomesmentioning

confidence: 99%

Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value

Painter

Howell

2020

Journal of Experiential Education

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Background: In response to critics’ charges that the liberal arts lack practical value, most colleges have incorporated service-learning in their curricula. Ideally, these service-learning activities not only benefit the community but also enhance the course’s (a) pedagogical effectiveness as well as the students’ (b) civic engagement and (c) professional development. Purpose: This investigation uses a survey to measure the extent to which service-learning in community engagement courses at a liberal arts college achieved these three outcomes. Methodology/Approach: Specifically, we parsed the influence of service hours and reflection activities on 740 students’ ratings of pedagogical effectiveness, civic engagement, and professional development. Findings/Conclusions: The results suggest students in community engagement courses that included at least 15 service hours and three different types of reflections reported significantly greater outcome achievement than those with fewer hours or reflections. Moreover, class discussions and individual conversations were rated the most effective types of reflection activities. Implications: Based on these findings, we provide some best practice suggestions for service hours and reflection activities in liberal arts community engagement courses.

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Alumni Perspectives on the Role of Medical School Service Learning Experiences in Their Professional Development and Practice

Cited by 14 publications

References 0 publications

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value

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