Medical and pharmacy student concerns about participating on international service-learning trips

Chih Chuang,Diane L Levine,Guillaume G Farah,Manpal S Gill,Amber Khan,Vineela Chikkam,Siddique H Khatri,Naveen Trehan,Silpa Masineni

doi:10.1186/s12909-015-0519-7

Abstract

BackgroundInternational Service Learning Trips (ISLT) provide health professional students the opportunity to provide healthcare, under the direction of trained faculty, to underserved populations in developing countries. Despite recent increases in international service learning trips, there is scant literature addressing concerns students have prior to attending such trips. This study focuses on identifying concerns before and after attending an ISLT and their impact on students.MethodsA survey comprised of closed and open-ended questions was developed to elucidate student concerns prior to attending an ISLT and experiences which might influence concerns. A five-point Likert-scale (extremely concerned = 1, minimally concerned = 5) was used to rate apprehension and satisfaction. Paired t-test was used to compare pre- and post-trip concerns; Chi-Square test was used to compare groups.ResultsThirty-five students (27 medical, 8 pharmacy) attended ISLTs in December 2013. All completed pre and post-trip surveys. Significant decreases were seen in concerns related to cultural barriers (4.14 vs 4.46, P = .047), disease/epidemics (3.34 vs 4.60, P < .001), natural disasters (3.94 vs 4.94, P < .001), terrorism (4.34 vs 4.94, P < .001), travel (3.86 vs 4.51, P < .001) monetary issues (3.80 vs 4.60, P < .001), hospitality (3.94 vs 4.74, P = .001) and food (3.83 vs 4.60, P < .001). Language and group dynamics remained concerns post-trip. On open-ended questions, students described benefits of attending an ISLT.ConclusionsStudents had multiple concerns prior to attending an ISLT. Most decreased upon return. Addressing concerns has the potential to decrease student apprehension. The results of this study highlight the benefits of providing ISLTs and supporting development of a curriculum incorporating trip-related concerns.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0519-7) contains supplementary material, which is available to authorized users.

Highlights

International Service Learning Trips (ISLT) provide health professional students the opportunity to provide healthcare, under the direction of trained faculty, to underserved populations in developing countries
As the prevalence of international service-learning trips (ISLTs) increases, there is growing interest in the impact such trips have on medical students [2, 3]
Medical students who have participated in such trips tend to have higher National Board of Medical Examiners Part II scores compared to those who have not participated [9]

Summary

Introduction

International Service Learning Trips (ISLT) provide health professional students the opportunity to provide healthcare, under the direction of trained faculty, to underserved populations in developing countries. Despite recent increases in international service learning trips, there is scant literature addressing concerns students have prior to attending such trips. International medical service learning trips (ISLT), known as global health trips or medical missions, encompass trips of varied durations that provide opportunities for health professional students to deliver medical care and health education, under the direction of trained health providers, to underserved communities in low income and developing countries. As the prevalence of international service-learning trips (ISLTs) increases, there is growing interest in the impact such trips have on medical students [2, 3]. Global health opportunities sharpen the clinical acumen of students and give them an edge by exposing them to a side of medicine that cannot be experienced in the classroom

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Results

Conclusion