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Service learning in the medical curriculum: developing and evaluating an elective experience.

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Title: Service learning in the medical curriculum: developing and evaluating an elective experience.
Authors: Elam CL (AUTHOR), Sauer MJ (AUTHOR), Stratton TD (AUTHOR), Skelton J (AUTHOR), Crocker D (AUTHOR), Musick DW (AUTHOR)
Source: Teaching & Learning in Medicine. Summer2003, Vol. 15 Issue 3, p194-203. 10p.
Abstract: BACKGROUND: Medical educators are seeking ways to nurture the service commitments of their medical students while promoting interactions with the communities they serve. Service learning is a pedagogy that links community service with academic experience. DESCRIPTION: The University of Kentucky College of Medicine has developed and implemented an experiential service learning elective. The elective is based in local community agencies where small groups of students perform an asset-needs assessment and design a service project based on their findings. The elective is linked to a behavioral science course that provides accompanying biopsychosocial instruction. EVALUATION: Over the 2-year project period, we used multiple methods (i.e., surveys, interviews, reflection questionnaires, evaluations of student performance, and course evaluations) to gather information on the motivations, observations, and assessments of students, faculty preceptors, and community agency partners. CONCLUSION: Linking a service learning elective to a pre-existing course worked well, achieved its objectives, and will be continued [ABSTRACT FROM AUTHOR]
Copyright of Teaching & Learning in Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
URL: 10107368
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Service learning in the medical curriculum: developing and evaluating an elective experience.
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  Data: <searchLink fieldCode="AR" term="%22Elam+CL%22">Elam CL</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sauer+MJ%22">Sauer MJ</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stratton+TD%22">Stratton TD</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Skelton+J%22">Skelton J</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Crocker+D%22">Crocker D</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Musick+DW%22">Musick DW</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teaching+%26+Learning+in+Medicine%22">Teaching & Learning in Medicine</searchLink>. Summer2003, Vol. 15 Issue 3, p194-203. 10p.
– Name: Abstract
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  Data: BACKGROUND: Medical educators are seeking ways to nurture the service commitments of their medical students while promoting interactions with the communities they serve. Service learning is a pedagogy that links community service with academic experience. DESCRIPTION: The University of Kentucky College of Medicine has developed and implemented an experiential service learning elective. The elective is based in local community agencies where small groups of students perform an asset-needs assessment and design a service project based on their findings. The elective is linked to a behavioral science course that provides accompanying biopsychosocial instruction. EVALUATION: Over the 2-year project period, we used multiple methods (i.e., surveys, interviews, reflection questionnaires, evaluations of student performance, and course evaluations) to gather information on the motivations, observations, and assessments of students, faculty preceptors, and community agency partners. CONCLUSION: Linking a service learning elective to a pre-existing course worked well, achieved its objectives, and will be continued [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Teaching & Learning in Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1207/s15328015tlm1503_08
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