Title : Engaging medical students with the community through service-learning programs
Abstract:
INTRODUCTION: Service-learning (SL) programs in medical schools illustrate one of the number of adult learning principles and practices now used in today’s accredited curriculum that better prepares medical students for working with a variety of patients. AIM: The research aim was to assess medical students’ learning experiences while participating with nonprofit organizations during an SL curricula-designed program. METHOD: Analysis of 60 reflective essays over a three-year period from 192 medical students placed in teams of 2-4. A case study research design was employed. This iterative approach allowed the identification of themes and interpret meaning. RESULTS: Four major themes and one overarching theme emerged that illuminated adult learning theories including: (1) transferring learning of one’s skills and knowledge to community and practice; (2) articulating a variety of ways to communicate with multiple, diverse community audiences; (3) employing creative process for quality improvement strategies; (4) creating positive, trusting, and rewarding relationships; and an overarching theme: collaboration emerging almost without forethought. Medical educators may find that replicating this SL program into the curriculum infrastructure provides agency and student buy-in. A multi-prong process bringing reward to students and to the community. Reflection provides for meaningfulness from SL programs and helps student identify how experiential learning affects their professional development. CONCLUSION: Implementing an SL program into any medical school curriculum strengthens the adult learning theoretical delivery approach. Disseminating projects and lessons learned to and from the community also showcases experiential learning opportunities for medical students and other professionals. Many aspects of awareness from the medical students during the SL program emerged. They learned about specific aspects of community engagement. They found it a privilege to give and take many lessons from the experiences and opportunities.
