From education to action: Development and evaluation of a student-directed service learning program

Wong, Chris; Berens, Pauline M.; Katta, Manvitha V; Lie, Margaret; Fall, Dylan A.; Shah, Alay; Deen, Sidra; Joshi, Manasi; Keenahan, Laura; Appelbaum, Nital; Huynh, Phuong B; Poythress, Edward Lee

doi:10.1080/0142159x.2021.2005242

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…28 Porter et al 29 noted that medical students who participated in service learning activities in a community integration program better understood a rural physician's impact and the effect of rural culture on physician interaction. Wong et al 30 collaborating on projects with community partners was another frequent strategy in medical, consistent with our results.…”

Section: Discussionsupporting

confidence: 92%

“…Service learning also affords students opportunities to cultivate leadership skills and meet populations they may not encounter during clinicals 28. Wong et al29 and Porter et al30 noted that medical students who participated in service learning activities in a community integration program better understood a rural physician's impact and the effect of rural culture on physician interaction. Collaborating on projects with community partners was another frequent strategy in medical, consistent with our results.…”

Section: Discussionmentioning

confidence: 99%

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Teaching Social Determinants of Health in Nursing Programs

Liu,

McIntire,

Ling

et al. 2023

Nurse Educator

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Background: Incorporating social determinants of health (SDoH) into clinical decision-making can clarify disease causes, enhance care planning, and improve health outcomes. Nurse educators should know which strategies are most effective for teaching SDoH in bachelor of science in nursing (BSN) programs. Objective: This integrative review synthesizes the literature on familiarizing BSN students with SDoH and identifies effective teaching interventions for SDoH in these programs. Methods: The researchers searched CINAHL, PubMed, Web of Science, and ERIC databases, and 21 articles met the inclusion criteria. The PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analysis) guidelines were followed for reporting. Results: The curriculum method, service learning, and international outreach experiences were frequently used teaching strategies. Qualitative evaluation was used to evaluate student outcomes. Conclusions: Nurse educators should be mindful of these strategies. Interdisciplinary teamwork can bolster students' understanding of disadvantaged populations while integrating SDoH in nursing curricula. Quantitative evaluations of learning outcomes are needed to determine teaching effectiveness.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Teaching Social Determinants of Health in Nursing Programs

Liu,

McIntire,

Ling

et al. 2023

Nurse Educator

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“…34,19,20 To address these challenges, graduate admissions committees across the US have begun to employ holistic review methods. 39,34,16,7,40,30,1,17 Holistic review aims to assess each applicant's capabilities in a flexible, individualized way, giving balanced consideration to prior experiences, personal attributes, academic performance metrics and how each individual might contribute value to the target program. 16 This method was designed to make the selection process more evidence-based and to incorporate diversity as a key element for student selection into academic programs.…”

Section: Introductionmentioning

confidence: 99%

Looking Back on Graduate BME Admissions Data: Lessons Learned and Implications for Holistic Review and Diversity

Rahbar

Diaz-Garelli

Wang

et al. 2022

Biomed Eng Education

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Graduate school applications in Biomedical Engineering (BME) are steadily rising, making competition stiffer, applications more complex, and reviews more resource intensive. Holistic reviews are being increasingly adopted to support increased diversity, equity, and inclusion in graduate student BME admissions, but which application metrics are the strongest predictors of admission and enrollment into BME programs remains unclear. In this perspectives article, we aim to shed light on some of the key predictors of student acceptance in graduate school. We share data from a three-year retrospective review of our own institution’s graduate BME applications and admission rates and review the influence of grade point averages (GPA), standardized test scores (e.g., GRE), and prior research experience on graduate school admission rates. We also examine how the waiver of GRE requirements has changed the landscape of BME graduate applications in recent years. Finally, we discuss efforts taken by our institution and others to develop and implement holistic reviews of graduate applications that encourage students from underrepresented backgrounds to apply and successfully gain admission to graduate school. We share five key lessons we learned by performing the retrospective review and encourage other institutions to “ self-reflect ” and examine their historical graduate admissions data and past practices. Efforts aimed at engaging faculty to overcome their own implicit biases, engaging with underrepresented students in hands-on, research-intensive programs, and networking with diverse student populations have strong potential to enhance the diversity of BME graduate programs and our STEM workforce. Supplementary Information The online version contains supplementary material available at 10.1007/s43683-022-00080-5.

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