Understanding the Goals of Service Learning and Community-Based Medical Education: A Systematic Review

Abstract

The authors found little emphasis on the reciprocal nature of partnerships between communities and medical schools. They propose that the principle of community partnership within medical education could train a cohort of medical students prepared to practice in the rapidly changing health care environment-one that now includes an important new agenda of community accountability.

Formação Médica na UFSB: II. O Desafio da Profissionalização no Regime de Ciclos

“…Valorizando aspectos ético-políticos e humanísticos da formação, o marco normativo vigente [14][15][16] postula a formação de médicos capazes de atuar no sistema público de saúde com plena capacidade técnica, subsidiada por contínua atualização científica e tecnológica, orientada por conceitos ampliados de ética, vocação e cidadania. Tal perspectiva demanda programas de formação baseados na comunidade 17 , mediados por tecnologias 18 e orientados por estratégias ativas de ensino-aprendizagem 19 , focalizados na prá-tica dos serviços de saúde, na gestão e na educação em saúde.…”

Status of undergraduate community-based and public health physiotherapy education South Africa

“…Educators, indeed, endorse service learning for teaching complicated ideas such as the social determinants of health and to develop civic minded graduates (Hatcher and Erasmus 2008;Hunt, Bonham and Jones 2011). The andragogy has been useful in teach ing preventative medicine, promoting wellness and public health (Buckner et al 2010;Chastonay et al 2012).…”

Social Medicine, New Medicine? A curricular integration driving deeper learning with the social drivers of patient care.

“…(Smith et al 2013, Stewart & Wubbenza 2015 Studies cite that we do not have firm long term outcome data from implementing service learning in curriculum, however there is evidence in working in the community to building immediate improvement in health advocacy, awareness of community needs, working with other health professionals, leadership, discipline, enlighten of patient needs and more in-depth curricular experience. (Belkowitz et al 2014, Ferrari & Cather 2002, Hunt et al 2011 We propose that this lens in curriculum needs to be emphasized and broadened to reach our collective vision of social accountability.…”

“…Students are steered through social learning experiences such as service learning to rediscover what they cited as why they entered medicine. (Hunt et al 2011) However, while a traditional approach of offering individual courses in meeting the social values of care fulfills learner satisfaction in a traditional pedagogic model, it loses out on integration and presentation in the actual context of patient care. (Eckenfels 1997) A mandate of our program leadership was a vision to advance social accountability in our curriculum.…”