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Students mentoring students in a service-learning clinical supervision experience: an educational case report
Jill Black Lattanzi1, Sandra L Campbell, Robin L Dole
1Institute for Physical Therapy Education, Widener University, One University Place, Chester, PA 19013, USA. jblattanzi@mail.widener.edu
Physical Therapy
|July 30, 2011
Summary
This physical therapy service-learning project effectively provided community services and enhanced student social responsibility. The initiative fostered valuable peer mentorship between first-year and third-year Doctor of Physical Therapy students.
Area of Science:
- Physical Therapy Education
- Community Health
- Experiential Learning
Background:
- Service-learning combines academic skill practice with community service.
- Implicit outcomes include enhanced social responsibility and professional development.
- Physical therapy programs can integrate these projects into curricula.
Purpose of the Study:
- To describe the development and application of a service-learning project.
- To facilitate peer mentorship among Doctor of Physical Therapy (DPT) students.
- To foster social responsibility within the DPT program.
Main Methods:
- A service-learning project was developed for Martin Luther King Day.
- Activities included cleaning/screening assistive devices and blood pressure screening.
- First-year and third-year DPT students, alongside faculty, participated at community sites.
Main Results:
- The project successfully met community needs and improved partner relationships.
- Student reflection papers indicated enhanced understanding of social responsibility.
- Peer mentorship between DPT students was effectively established.
Conclusions:
- The service-learning project was effective in community engagement and education.
- It fostered social responsibility and provided a valuable peer mentorship experience.
- This model can be replicated in other physical therapy programs.
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