Abstract
This article was migrated. The article was marked as recommended. The sustained service four-year longitudinal framework for medical school service-learning is introduced and defined. Framework benefits include: students can engage deeply over time with both the people they serve and their colleagues, they are immersed in the social determinants of health in authentic contexts, and they grow in the expertise required to perform their service over time. The approach starts with a sophisticated community needs assessment that relies on systematic inclusion of community voices, community leader inputs, and systematic and data-saturated inputs. This needs assessment should result in a six to eight item list of the community's priority needs. All student service is then focused on the primary needs identified in the assessment. Goals of the framework are described: to make a difference with the community's priority needs; to grow the identity, skills and paradigms required of a community-responsive physician; and to strengthen student credentials through objective qualifications related to their sustained service. The culminating activity is a Capstone research project that focuses on the served population and gives students an opportunity to synthesize their experience. Initial results describing the community impact of service, the focus of service hours, and candid student reactions to the approach are presented. Discussions of findings and conclusions are offered.
Highlights
Most disease is the result of the social conditions in which people live (Goldberg, Baxley, & Fancher, 2017)
This article provides an overview of a framework for a four-year longitudinal service-learning approach for undergraduate medical education that starts with a rigorous identification of the community’s priority needs, a tailored program structured around those identified needs, unique experiential designs, complementary specialtybased qualifications and eLearning, a strong support infrastructure, and a synthesizing Capstone experience focused on the served population
The overall community impact of this service-learning initiative in a city of 250,000 is difficult to measure, but for the people who experience an out-of-hospital cardiac arrest in the presence of one of the 700 individuals trained in Bystander CPR, or for those who are assisted by individuals using PulsePoint, the chances of those individuals benefiting from lifesaving Bystander CPR have improved markedly
Summary
Most disease is the result of the social conditions in which people live (Goldberg, Baxley, & Fancher, 2017). This article provides an overview of a framework for a four-year longitudinal service-learning approach for undergraduate medical education that starts with a rigorous identification of the community’s priority needs, a tailored program structured around those identified needs, unique experiential designs, complementary specialtybased qualifications and eLearning, a strong support infrastructure, and a synthesizing Capstone experience focused on the served population. This is a community-driven approach in that fair trade learning practices (Hartman, 2015) are employed in needs identification, initiative selection, execution, evaluation, and improvement processes. Fair trade learning is defined as "... a global educational partnership exchange that prioritizes reciprocity in relationships through cooperative, cross-cultural participation in learning, service, and civil society efforts" (Campus Compact, 2018)
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