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Factors affecting students' evaluation in a community service-learning program.

Kai-Kuen Leung1, Wen-Jing Liu, Wei-Dan Wang

  • 1Department of Family Medicine, National Taiwan University Hospital, National Taiwan University College of Medicine, Taipei 10016, Taiwan, R.O.C., kkleung@ha.mc.ntu.edu.tw

Advances in Health Sciences Education : Theory and Practice
|July 15, 2006
PubMed
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Medical students gained valuable skills in community health through service-learning. Program quality, not student attitude, significantly impacted their satisfaction and perceived achievement.

Area of Science:

  • Medical Education
  • Community Health
  • Service-Learning

Background:

  • Community service-learning (CSL) programs aim to bridge the gap between academic learning and practical application in community health.
  • Understanding the interrelationship between family and community health is crucial for medical professionals.
  • Differentiating between community and hospital medicine provides context for diverse healthcare settings.

Purpose of the Study:

  • To evaluate a community service-learning curriculum designed for medical students.
  • To assess the impact of student attitudes and learning activities on satisfaction with the CSL program.
  • To determine factors influencing students' perception of program quality and achievement.

Main Methods:

  • Implementation of a CSL curriculum involving small group activities like home visits under supervision.

Related Experiment Videos

  • Data collection on student attitudes towards social service, citizenship, and community engagement.
  • Analysis of student learning activities, satisfaction, perceived achievement, and program quality.

    • Main Results:

    • Most medical students exhibited positive attitudes towards social service and citizenship but showed reservation in actively serving the community.
    • Students successfully acquired targeted learning outcomes, particularly in communication skills and identifying social issues.
    • Student attitudes towards social service did not correlate with their satisfaction or perceived achievement.
    • The perceived quality of the CSL program was directly linked to students' ratings of the learning experience.

    Conclusions:

    • The community service-learning program effectively enhanced students' understanding of community health and developed key skills.
    • While students were receptive to learning, their willingness to actively engage in community service requires further attention.
    • Program quality and the learning experience are paramount for student satisfaction and perceived success in CSL initiatives.