Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students

Authors

  • Megan Clark College of Medicine, University of Saskatchewan
  • Meredith McKague Department of Academic Family Medicine, University of Saskatchewan
  • Vivian R. Ramsden University of Saskatchewan
  • Shari McKay University of Saskatchewan

DOI:

https://doi.org/10.22230/jripe.2015v5n1a175

Keywords:

Service-learning, interprofessional education, mixed methods, underserved populations, program evaluation

Abstract

Abstract

 

Background

 This Community Service-Learning Project (CSLP) at the University of Saskatchewan is designed to help students develop patient-centred care practices in urban underserved settings.  First-year medical and pharmacy students partner interprofessionally to both learn and serve, working with community-based organizations (CBOs) that primarily serve either low-income or newcomer residents of Saskatoon.

Since the CSLP’s pilot year in 2005-2006, 98 first-year medical and pharmacy students have participated in the CSLP.    

 

Methods and Findings

 We evaluated the outcomes and processes of the CSLP since the 2006-2007 year, using mixed methods:

  • end-of-project questionnaires;
  • document analysis looking for key and recurrent themes;
  • end-of-project semi-structured interviews with CBO coordinators and clients.

We examined students’ experiences, including satisfaction, achievement of learning objectives, learning processes, and perceived outcomes.

Students’ main learning outcomes related to client-centered approach, interprofessional attitudes and skills, and personal development. Various learnings related to program processes are reported.

 

Conclusions

 Our evaluation reinforced findings from the literature on both interprofessional education and community service-learning, as well uncovering some new findings.   Students described a transformative learning experience that helped them begin to develop understanding and skills to work more effectively with clients in urban underserved settings.

Author Biographies

Megan Clark, College of Medicine, University of Saskatchewan

Megan Clark is a fourth-year medical student at the University of Saskatchewan, and is passionate about social accountability and community service-learning. She co-developed the evaluation strategy, wrote the ethics proposal, collected data and performed analysis, and wrote the manuscript.

Meredith McKague, Department of Academic Family Medicine, University of Saskatchewan

Meredith McKague (MD, MSc, CCFP) is a family physician and Associate Professor, and teaches at the undergraduate, postgraduate and continuous professional learning levels. She has been a Project Co-Coordinator of the Interprofessional CSLP since its inception in 2005.

Vivian R. Ramsden, University of Saskatchewan

Vivian R. Ramsden provided input and feedback on the qualitative methods in the early stages of the project and collaborated on editing the manuscript.

Shari McKay, University of Saskatchewan

Shari McKay provided input on data entry and analysis, participated in the statistical analysis, and collaborated on editing the manuscript.

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Published

2015-05-28

Issue

Vol. 5 No. 1 (2015)

Section

Articles: Empirical Research

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