Shared Decision-Making: A Phenomenological Study of Student Service Learning

Abstract

The concept of collaborative shared decision-making began with the quality assurance and research efforts associated with the late 1970’s effort of the United States of America President Jimmy Carter. The value of service-learning has been well documented in medical and allied health education. Several studies have examined the cultural experiences and clinical reasoning abilities of persons involved in service-learning. What has not been well-examined is the concept of shared decision-making by those engaged in service-learning. The purpose of this phenomenological study was to identify how Occupational Therapy (OT) and Physical Therapy (PT) students defined shared decision-making while engaged in a weeklong international service-learning experience with an underserved population in Guatemala City, Guatemala. Through facilitated and recorded discussion, the researchers used qualitative methods to unearth the lived experience and shared decision-making of student participants during the daily service-learning activities. Concepts related to a shared decision-making definition evolved during the week of service-learning for these students. Thoughtful reflection identified processes whereby collective problem-solving contributed to both student experiential learning while addressing the broader needs of the client and the underserved population. Participants defined shared decision-making as a collaborative and interprofessional experience. The beliefs and values of team members, including the patient/client, were found to be influential and relevant to the definition.