Student perception of academic and professional development during an introductory service-learning experience

Abstract

ObjectivesTo document students’ perceptions of academic and professional growth in a P1 service-learning introductory pharmacy practice experience (SL IPPE) in a College of Pharmacy in Philadelphia, PA. MethodsStudent perceptions of academic and professional growth in a service-learning course completed at two selected sites were retrospectively assessed through the Survey Monkey platform. The retrospective survey included 24 questions, including 5-point Likert-type scale format answers, and an open ended question concerning the overall perceived educational impact of this SL IPPE. Percentages, means, medians, and standard deviations were calculated to describe results. The paired sample t test, Wilcoxon signed-rank analysis and chi-square test were used to compare ranked data and nominal data, respectively. ResultsResponse rate was 86% (25/29). Over 80% reported improved knowledge of cultural sensitivity, health literacy, health awareness, disease prevention, lifestyle modification, and written and verbal communication skills. Students’ perceptions of their ability to improve care, organization, or education increased from 56% initially to 92% upon completion (p < 0.001). Overall, 92% of the students perceived themselves as likely to extremely likely to apply learned lessons to future experiences. ConclusionsFindings suggest a confirmed benefit of this service-learning course in perceived strengthening of students’ academic and professional growth. The authors concluded that while the course design, assignments, and activities could remain unchanged, the survey could be implemented for each and every SL IPPE site at this College of Pharmacy, in order to compare results and impact of students’ perception of development separately and overall.