Service learning in pharmacy: implementation of tuberculosis screening by second-year pharmacy students in primary health care facilities in Cape Town, South Africa

Adeola, Adeleye T.; Coetzee, Renier; Huyssteen, Mea van; Bheekie, Angeni

doi:10.46542/pe.2021.211.203215

Cited by 1 publication

(1 citation statement)

References 33 publications

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“…Some medical service learning courses focus on specific community health issues, including COVID-19, diabetes, and breast cancer [16,19,20], whereas others focus on support for vulnerable communities, such as immigrant farm workers [21]. Medical service learning, by virtue of its ability to connect academic medical institutions to any community, has also been effective in addressing immediate global health needs, such as disparities in prenatal care and tuberculosis outbreaks, as well as empowering the next generation of global health leaders through exposure to global health projects at early stages in students' careers [22,23]. Medical service learning can be applied to teaching throughout the medical education continuum, from pre-medical students to medical residents [16,[24][25][26].…”

Section: Introductionmentioning

confidence: 99%

Training the next generation of community-engaged physicians: a mixed-methods evaluation of a novel course for medical service learning in the COVID-19 era

Scala,

Cha,

Shamardani

et al. 2024

BMC Med Educ

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Background Medical school curricula strive to train community-engaged and culturally competent physicians, and many use service learning to instill these values in students. The current standards for medical service learning frameworks have opportunities for improvement, such as encouraging students to have more sustainable and reciprocal impact and to ingrain service learning as a value to carry throughout their careers rather than a one-time experience. PEDS 220: A COVID-19 Elective is a Stanford University course on the frontlines of this shift; it provides timely education on the COVID-19 pandemic, integrating community-oriented public health work to help mitigate its impact. Methods To analyze our medical service learning curriculum, we combined qualitative and quantitative methods to understand our students’ experiences. Participants completed the Course Experience Questionnaire via Qualtrics, and were invited to complete an additional interview via Zoom. Interview transcripts were analyzed using an interactive, inductive, and team-based codebook development process, where recurring themes were identified across participant interviews. Results We demonstrate through self-determination theory that our novel curriculum gives students valuable leadership and project management experience, awards strong academic and community-based connections, and motivates them to pursue future community-engaged work. Conclusions This educational framework, revolving around students, communities, and diversity, can be used beyond the COVID-19 pandemic at other educational institutions to teach students how to solve other emergent global health problems. Using proven strategies that empower future physicians to view interdisciplinary, community-engaged work as a core pillar of their responsibility to their patients and communities ensures long-term, sustainable positive impact. Trial registration N/A.

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