An Interprofessional Service Learning Model: Lessons Learned, Relationships Built and Assessment Gained
Start Date
5-19-2012 11:15 AM
End Date
5-19-2012 11:30 AM
Description
Purpose: The purpose of this seminar is to present a model of interprofessional (IP) service learning project (SLP) implementation, and discuss challenges and recommendations to assist other educators in developing IP SLP.
Background: RosalindFranklinUniversity of Medicine and Science (RFUMS), in response, to theInstitute ofMedicine’s e recommendation that healthcare care professionals work in interprofessional teams, created a course to educate all 560 first year students from 9 distinct healthcare programs to work together in IP teams of 15 with a faculty facilitator. Students learn about the roles of healthcare professionals, communication, teamwork, culture, social responsibility, and patient centered care. All the IP teams complete a service learning project (SLP) based on an identified community need and emphasizing prevention education.
Model Description: The purpose of our IP SLP is to promote Prevention Education in the areas of Physical Fitness, Preventive Screening, Nutrition, and Making Healthy Choices. The students have the responsibility of designing, implementing, reflecting on and evaluating the experience. They are required to spend 4 to 8 hours in service to the community. Over 50 faculty members and 30 community partners participate in the projects.
Evaluation/Outcomes: The project experience is assessed through surveys completed by the students, participants and community partners as well as focus groups.
Data will be presented showing students had a positive attitude towards the SLP component of the course and that a majority of students agreed or strongly agreed with statements regarding collaboration, social responsibility, and diversity.
Conclusion: Creating a SLP for all first year students in our 9 programs requires organization, cooperation, collaboration and assessment. Challenges, solutions and assessment methods will be identified and discussed.
Relevance to IP Education: This seminar supports IP education through the IPEC core competencies relating to mutual respect and shared values, team values and communication.
Learning Objectives:
1. Participants will describe the elements involved in creating an Interprofessional Student Service Learning experience.
2. Participants will discuss the challenges and solutions involved in conducting an Interprofessional Student Service Learning experience.
An Interprofessional Service Learning Model: Lessons Learned, Relationships Built and Assessment Gained
Purpose: The purpose of this seminar is to present a model of interprofessional (IP) service learning project (SLP) implementation, and discuss challenges and recommendations to assist other educators in developing IP SLP.
Background: RosalindFranklinUniversity of Medicine and Science (RFUMS), in response, to theInstitute ofMedicine’s e recommendation that healthcare care professionals work in interprofessional teams, created a course to educate all 560 first year students from 9 distinct healthcare programs to work together in IP teams of 15 with a faculty facilitator. Students learn about the roles of healthcare professionals, communication, teamwork, culture, social responsibility, and patient centered care. All the IP teams complete a service learning project (SLP) based on an identified community need and emphasizing prevention education.
Model Description: The purpose of our IP SLP is to promote Prevention Education in the areas of Physical Fitness, Preventive Screening, Nutrition, and Making Healthy Choices. The students have the responsibility of designing, implementing, reflecting on and evaluating the experience. They are required to spend 4 to 8 hours in service to the community. Over 50 faculty members and 30 community partners participate in the projects.
Evaluation/Outcomes: The project experience is assessed through surveys completed by the students, participants and community partners as well as focus groups.
Data will be presented showing students had a positive attitude towards the SLP component of the course and that a majority of students agreed or strongly agreed with statements regarding collaboration, social responsibility, and diversity.
Conclusion: Creating a SLP for all first year students in our 9 programs requires organization, cooperation, collaboration and assessment. Challenges, solutions and assessment methods will be identified and discussed.
Relevance to IP Education: This seminar supports IP education through the IPEC core competencies relating to mutual respect and shared values, team values and communication.
Learning Objectives:
1. Participants will describe the elements involved in creating an Interprofessional Student Service Learning experience.
2. Participants will discuss the challenges and solutions involved in conducting an Interprofessional Student Service Learning experience.
