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How we implemented a service-learning elective.

Carol L Elam1, David W Musick, Marlene J Sauer

  • 1University of Kentucky College of Medicine, Lexington, KY 40536-0298, USA.

Medical Teacher
|July 6, 2002
PubMed
Summary
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This study details implementing a service-learning course in medical education at the University of Kentucky. It covers planning, partnerships, and evaluation for successful integration of community engagement in medical curricula.

Area of Science:

  • Medical Education
  • Community Health
  • Curriculum Development

Background:

  • Medical schools are increasingly incorporating community engagement.
  • Service-learning offers a structured approach to connect academic learning with community needs.
  • Integrating new pedagogical models requires careful planning and consideration.

Purpose of the Study:

  • To describe the process of introducing a service-learning course into the medical curriculum.
  • To outline the rationale and planning considerations for such an initiative.
  • To discuss program evaluation strategies for service-learning in medical education.

Main Methods:

  • Review of curriculum planning considerations.
  • Identification of project team members and community partners.

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  • Development of instructional plans and participant roles.
  • Discussion of program evaluation and dissemination strategies.

    • Main Results:

    • A framework for introducing service-learning in medical education was established.
    • Key considerations for curriculum planning, including partnership development, were identified.
    • Strategies for program evaluation and dissemination of outcomes were proposed.

    Conclusions:

    • Successful implementation of service-learning requires understanding its philosophy and incorporating reflection.
    • Careful planning, defined roles, and robust evaluation are crucial for program sustainability.
    • Service-learning can enhance medical education by fostering community engagement and practical experience.