Expanding the classroom: teaching-based service-learning in physician assistant curriculum
Date
2023
DOI
Authors
Seagroves-Robbe, Haley Amanda
Version
OA Version
Citation
Abstract
BACKGROUND: Service-learning functions as one aspect of the experiential learning continuum, placing equal importance on both service and learning, while emphasizing the reciprocity between the provider and the recipient. Along with reciprocity, the core tenants include engagement, course integration, and reflection. The basis for service-learning arose from philosophical ideas challenging the traditional classroom model and the growing sentiment towards social activism. Today, service-learning has been incorporated into various educational programs, including undergraduate, medical, and various health professions.
LITERATURE REVIEW FINDINGS: This thesis contains a comprehensive review of service-learning programs within various educational arenas and their reported benefits and effects on students. Composed of both qualitative and quantitative studies, the literature revealed the increasing trend of incorporating a service-learning experience, largely voluntary, into medical and health science education. Across the different fields, students engaging in service-learning reported high levels of personal and practical gain, including improvements in teaching and communication skills. However, the effects of service-learning within physician assistant curriculum have not been widely explored.
PROPOSED PROJECT: This project aims to objectively assess the effectiveness of adding Anatomy Academy, a teaching-based service-learning opportunity, into the curriculum of the Boston University PA program. The study will quantitatively evaluate the effects on students’ skills in patient communication, teaching, and self-perceived confidence, as well as students’ willingness to engage in future service as health care providers. The study will also qualitatively assess student satisfaction with the course and perceived utility in future practice.
CONCLUSIONS AND SIGNIFICANCE: The results obtained herein will provide an invaluable assessment of the potential effects of a mandatory service-learning program within a PA curriculum. Beneficial outcomes for the students will serve as motivation and evidence for a larger adoption of service-learning into PA curriculum across the country. For future healthcare providers, service-learning provides an effective framework to train essential skills such as teaching and communication, while forging important community bonds and implementing the principles of preventive medicine.