Infusing Service-Learning into Allied Health Profession Curriculum: Perceived Enablers and Barriers

Sally Jane Uy

doi:10.18060/23195

Abstract

Service-learning may offer an innovative perspective in the competing global and national health interests among Philippine universities. This study sought to understand the enablers and barriers of implementing service-learning in the context of a premier private Catholic Philippine allied health profession education. It used an in-depth descriptive qualitative design. Transcripts from interviews, field notes and organizational documents were analyzed using thematic analysis. Data were coded and categorized into perceived barriers and enablers according to The Self-Assessment Rubric for Institutionalization of Service-Learning in Higher Education (SRISL) by Furco (2002). A wide range of enablers and barriers to implementing SL in one of the university’s health-related program were discussed. The results of this study may support further uptake of service-learning as a signature pedagogy in the allied health profession, particularly for its emerging unique professional identity and role in enhancing disability-related health outcomes.

Highlights

A central part of Philippine educational reform is to have universities connect more with communities and provide a reciprocal service orientation in which the universities reach out to their communities with knowledge and services
This paper focused on one particular unit called as the College of Rehabilitation Sciences (CRS)
Responding to the call for relevant allied-health professional education, we need to ensure that learning experiences in the actual communities contribute to the redesign of health service delivery, as well as to allied health professional development

Summary

Introduction

A central part of Philippine educational reform is to have universities connect more with communities and provide a reciprocal service orientation in which the universities reach out to their communities with knowledge and services. It mandates Philippine universities to undertake more innovative and transformative approaches to produce future graduates equipped with skills, knowledge, and attitude to respond to local, regional, or national social development needs. The Philippine health system calls for improvement of health services delivery, including its accessibility in the rural and socioeconomically disadvantaged areas. Advancing health research and medical knowledge has a positive impact on the health of most people, it does not sufficiently address the complex health issues in the Philippines. Trends in future global workplaces show an increasing need for teamwork and collaborative problem-solving skills, interpersonal communication, and social skills to complement these technical skills (World Economic Forum, 2016)

Methods

Results

Conclusion