| CCPH SPECIAL SECTION |
|
| Year : 2001 | Volume
: 14
| Issue : 2 | Page : 173-181 |
|
|
Service Learning: Integrating Student Learning and Community Service
Kate Cauley1, Annette Canfield2, Carla Clasen3, Jim Dobbins4, Sheranita Hemphill5, Elvira Jaballas6, Gordon Walbroehl7
1 Schools of Medicine and Professional Psychology, Wright State University, USA
2 College of Nursing and Health, Wright State University, USA
3 Wright State University, USA
4 School of Professional Psychology, Wright State University, USA
5 Department of Dental Hygiene, Sinclair Community College, USA
6 Department of Pediatric Medicine, Wright State University, USA
7 Department of Family Medicine, Wright State University, USA
Correspondence Address:
Kate Cauley
Center for Healthy Communities, 140 East Monument Avenue, Dayton, OH 45402
USA
 Source of Support: None, Conflict of Interest: None  | Check |
|
|
|
Health professions education is directly effected by changes in health care
service delivery and Financing systems. In the United States, as the health care industry increasingly shifts to a mark et economy, service delivery venues are moving away from acute care facilities and into community-based settings. Additionally, there is increased emphasis on primary prevention programs, often provided in public health settings. For health professions programs that traditionally provide clinical training in hospitals and long-term care facilities, there are unique challenges associated with identifying new venues in order to insure that students are exposed to a wide variety of patients with a range of chronic to acute disease conditions. One set of tools that has demonstrated
usefulness during these kinds of transitions is service learning. This teaching methodology emphasizes increased partnership with clinical training sites, extensive orientation to patient populations and community resources, structured reflection and instilling the ethic of service in future health care providers. Although this article describes utilization of service learning in the context of current conditions in the United States, we hope that the principles presented here can be readily adapted in any setting. |
|
|
|
| [PDF]* |
|
 |
|
