Service Learning in Interprofessional Education: A Case Study

• Published in: Journal of physical therapy education Vol. 24; no. 1; pp. 44 - 50
• Main Authors: Bridges, Diane R., Abel, Marc S., Carlson, Jim, Tomkowiak, John
• Format: Journal Article
• Language: English
• Published: St. Louis Journal of Physical Therapy Education 2010
• Subjects: College students; Colleges & universities; Community service; Curricula; Learning Strategies; Service Learning; Student Attitudes; Student Projects; Student Surveys
• ISSN: 0899-1855; 1938-3533
• DOI: 10.1097/00001416-201010000-00008

Service learning, as an interprofessional education experience, may maximize the opportunity to understand patient-centered care and the importance of collaboration between health professionals. The purpose of this paper is to share a case model of service learning and explore, evaluate, and make recommendations for other health science educators who are interested in implementing an interprofessional service-learning curriculum. In response to the Institute of Medicine Committee on Quality of Health Care in America's recommendation that health care professionals work in interprofessional teams, Rosalind Franklin University of Medicine and Science (RFUMS) developed a Curriculum Integration Task Force to "promote distinctive integration of health professionals' education." This group then created an Interprofessional Healthcare Teams course (course reference number: HMTD 500) to educate students to work together in collaborative interprofessional teams, while understanding the concepts of social responsibility, current health care issues, patient-centered care, and advocacy. During the course, all first-year students are grouped into interprofessional teams representing the allied health profession taught at the university. Each team is expected to perform a service-learning project (SLP) with required elements. Community partnerships were formed and continue to be strengthened each year through the service-learning projects. In order to assess the service-learning component of the course at RFUMS, 3 types of data were collected: (1) student surveys, (2) student and faculty focus groups, and (3) reflective statements reviewed over 2 periods of time. In a postcourse survey conducted at the end of the 2007-2008 course, a majority of respondents agreed or strongly agreed with statements regarding collaboration, social responsibility, and diversity. Results indicate that student attitudes were positive regarding the SLP aspect of the course. Key action steps, lessons learned, recommendations, and barriers are identified and discussed in detail in this manuscript. RFUMS has demonstrated that with commitment, support, and careful planning, it is possible to develop and implement an interprofessional service-learning experience that is well received by both faculty and students. It is hoped that sharing this information and experience will provide guidance to anyone planning a service-learning component at their institution.