Transforming Society Through Critical Service-Learning: A Position for a Justice-Based Approach to Experiential...

Area of Science:

• Health Equity and Social Justice in Physical Therapy Education
• Transformative Learning Models in Healthcare Professions

Background:

• The physical therapy profession is increasingly called upon to embrace equity and social justice principles.
• Traditional health inequity education, relying solely on conceptual and experiential learning, is insufficient and may perpetuate stereotypes.
• Aspiring physical therapists need enhanced skills to dismantle systemic inequities within their communities.

Purpose of the Study:

• To introduce and advocate for critical service-learning as a superior educational model for physical therapy.
• To compare critical service-learning with traditional service-learning in the context of physical therapy experiential learning.
• To provide rationale and practical guidance for transitioning to a critical service-learning approach.

Main Methods:

• Conceptual analysis comparing traditional and critical service-learning models.
• Defining critical service-learning as an action-oriented approach addressing root causes of social determinants.
• Outlining essential components for critical service-learning: critical reflection, intentional design, teacher training, community engagement, challenging assignments, and community-centered evaluation.

Main Results:

• Traditional service-learning models are deemed to lack transformative potential for social change.
• Critical service-learning is presented as an effective framework for identifying and acting upon social and structural determinants of health.
• The proposed critical service-learning model incorporates enhanced elements beyond traditional approaches, including deep reflection and community partnership.

Conclusions:

• Educators are encouraged to adopt critical service-learning to foster meaningful and lasting societal transformation.
• This approach offers a pathway for the physical therapy profession to become a more potent force for social change.
• Critical service-learning has the potential to benefit students, communities, and the profession at large.