Commentary and Introduction: Service Learning and Community-Engaged Scholarship

Abstract

Changes in the health care environment are compelling physical therapists to reevaluate their roles in the health care arena. In order to meet our professional social responsibility roles and achieve our practice goal for autonomous practice, physical therapists need to be able to work and in communities, be recognized by the public, and understand the issues surrounding the need for social change and social justice. Service learning is a pedagogy that utilizes the experiential learning that takes place in the community. Community-based research (CBR) is another approach to service learning. The purposes of this special issue of the Journal of Physical Therapy Education are to offer exemplary models of service-learning practice and research within the context of physical therapy and to define and offer examples of community-engaged scholarship. A HISTORICAL OVERVIEW Service learning is a structured learning experience that meets identified needs in the community with explicit learning objectives, preparation, and reflection. Students engaged in service learning are expected not only to provide direct community service but also to learn about the context in which the service is provided, the connection between the service and their academic coursework, and their roles as citizens.1(p274) Also, unlike practica and internships, the experiential activity in a service-learning course is not necessarily skill-based within the context of professional education. 2(p222) Service learning differs significantly from volunteerism, community service, traditional practica, clinical rotations, field experiences, and internships.3 Volunteerism and community service benefit the recipient of the service and are not generally connected to the curriculum. Traditional practica, clinical rotations, internships, and field experiences are included in courses specific learning objectives, and they focus on the development of students' skills essential to their profession and education. In contrast, service learning emphasizes an equal balance between the service and the learning components. Academic learning objectives are matched community-identified needs. Reciprocal learning is the second factor that distinguishes service-learning programs from other community-service programs: The student and the patient/client both are teachers and learners. Community organizational partners play a crucial role in designing the service-learning experiences in accord community interests and priorities. Thus, both parties help to determine what is learned and provide input on program development.1-3 Reflection is another crucial component of service learning. Reflection activities are active-learning processes that facilitate students' connection between their service in the community and the academic objectives. Lastly, service-learning experiences facilitate students' understanding of their roles as health professionals and citizens within a larger social context.1,2,4 Studies have reported that, when students became cognizant of the many challenges potential patient/clients faced in their everyday lives, their views on their professional roles and citizenship in the community were transformed.2-5 The growth and use of service learning in the educational preparation of health care professionals developed more slowly than earlier advancements in basic (K-12) and higher education liberal arts arenas. In 1995, the Health Professions Schools in Service to the Nation (HPSISN) program was instituted support from the Pew Charitable Trusts and the federal Corporation for National and Community Service. The HPSISN program challenged educational institutions preparing health professionals to infuse community service into their curricula, so that students would understand the social responsibility and public purpose of their respective professions. Twenty demonstration sites were selected and funded to integrate service learning into entry-level health profession education programs. …