Comparison of the Use of Service Learning, Volunteer, and Pro Bono Activities in Physical Therapy Curricula

Village, David; Clouten, Norene; Millar, L.; Geigle, Alicia; Okafor, Nkechi; Simuel, Darlene; Uzarraga, Allan

doi:10.1097/00001416-200401000-00004

Cited by 27 publications

(10 citation statements)

References 12 publications

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“…Simulation, integrated clinical experiences, service-learning, community patient resource groups, and professional practice opportunities are forms of experiential learning used in entry-level physical therapy education programs. 11 Village et al 24 identified service-learning as one of the most widely implemented forms of extracurricular experiential learning modalities. At its core, service-learning has ideals of partnering with the community and ensuring reciprocal benefit through structured learning experiences.…”

Section: Position and Rationalementioning

confidence: 99%

“…At its core, service-learning has ideals of partnering with the community and ensuring reciprocal benefit through structured learning experiences. [24][25][26] Existing service-learning experiences are fertile avenues for engaging students in transformative learning. ese experiences, typically occurring in underserved communities, are attractive to many students, particularly those interested in working in medically underserved areas or with underserved populations on graduation.…”

Section: Position and Rationalementioning

confidence: 99%

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Transforming Society Through Critical Service-Learning: A Position for a Justice-Based Approach to Experiential Learning in Physical Therapy Education

Dholakia

Hartman

2023

JOPTE

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Background and Purpose. In response to the numerous calls for the physical therapy profession to position itself as an equity and social justice-centered profession, we are called to provide aspiring physical therapists with the skills to dismantle inequities and injustice in their communities. Exposure to health inequity and injustice through conceptual and experiential learning alone does not prepare students to create positive change and may serve to perpetuate stereotypes and offer simplistic solutions to complex problems. Position and Rationale. We argue that a traditional service-learning model lacks transformative potential for bringing about social change. Therefore, we introduce critical service-learning, compare it with the traditional model in the context of physical therapy experiential learning, and provide rationale and guidance on transitioning to this educational approach. We believe critical service-learning is an action-oriented approach that works to identify the root causes of social and structural determinants and accept personal and shared responsibility for acting to ameliorate their effects. Critical service-learning experiences require critical reflection and call for intentional design including teacher training, rich community engagement, student assignments that challenge current paradigms, and use of evaluative measures that assess community goals. These aspects add to the historically practiced traditional model. Discussion and Conclusion. We invite educators to shift to critical service-learning, an approach that has great potential for benefiting all interested parties in meaningful and long-lasting ways. Critical service-learning holds the opportunity for our profession to be better positioned to transform society.

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Section: Position and Rationalementioning

confidence: 99%

Section: Position and Rationalementioning

confidence: 99%

Transforming Society Through Critical Service-Learning: A Position for a Justice-Based Approach to Experiential Learning in Physical Therapy Education

Dholakia

Hartman

2023

JOPTE

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“…30 There is a small body of physical therapy related SL literature. The primary foci of this work has been student outcomes, 31,32 general impact, 33 pedagogy and implementation, [34][35][36] and professionalism factors. 37 Typical physical therapy student SL objectives include improving clinical skills, reinforcing educational goals, encouraging a commitment to community service, improving civic awareness, and enhancing cross-cultural understanding.…”

Section: Background and Purposementioning

confidence: 99%

Educational Perspectives and Teaching Styles of Faculty Who Lead International Service-Learning Experiences

Audette

Roush

2013

Journal of Physical Therapy Education

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“…Forty percent of accredited or developing physical therapy programs have pro bono clinics, and many utilize these services as a required or volunteer based element of their professional curriculum. [1][2][3] These clinics provide students with many learning opportunities including the development of hands-on experience, leadership skills, and administrative abilities. 4 As the population of uninsured Americans younger than 65 years reached 12.1% (32.8 million) in 2019, 5 pro bono clinics additionally provide community benefit.…”

Section: Introductionmentioning

confidence: 99%

“…4 As the population of uninsured Americans younger than 65 years reached 12.1% (32.8 million) in 2019, 5 pro bono clinics additionally provide community benefit. 1 A recent systematic review reported that those who were underserved or uninsured were the most common recipients of physical rehabilitation at pro bono clinics. 6 The American Physical Therapy Association (APTA) supports the incorporation of pro bono physical therapy services into the community.…”

Section: Introductionmentioning

confidence: 99%

Motivators for Volunteerism in Doctor of Physical Therapy Students During the COVID-19 Pandemic

Karczewski

Yorke

2023

J Stud Run Clin

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Introduction: Physical therapy programs are increasingly utilizing pro bono clinics as an element of education. Obtaining an understanding of what motivates students of physical therapy (SPT) to volunteer is important as pro bono clinics serve the under-insured in the community. The Volunteer Functions Inventory (VFI) explores the motives behind volunteerism and has not yet been used to analyze the SPT population. The primary purpose of this study is to investigate motivational factors involved in SPT participation in their pro-bono clinics. Methods: All 261 accredited physical therapy programs in the United States were contacted and asked to distribute the survey to their students. Upon agreement, the anonymous survey link was sent to the representative to be dispersed to the students via email. Qualtrics Survey Software® was used to collect the data. Descriptive statistics, independent t-test, and logistic regression were used to analyze the data. SPSS v26 was used. The alpha level was set to p <0.05. Results: The survey had 274 SPT participants in this study. The participants were split into participation (n=189) and non- participation (n=85) groups. Pro bono clinics made changes in response to the coronavirus-disease-19 (COVID-19) pandemic by temporarily pausing treatment (56.2%), changing from in person to telehealth on a video platform (44.9%) or telehealth on a phone call (9.5%). Conclusions: Similar to previous studies on volunteer motivators in medical students, those who volunteered were significantly more motivated by their values including altruistic and humanitarian concerns compared to those who did not volunteer (p<0.05). This small cross-sectional study found that SPT were more motivated to volunteer based on their altruistic concern. Over half of the SPT respondents reported changing pro bono services or pausing services due to the COVID-19 pandemic.

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Comparison of the Use of Service Learning, Volunteer, and Pro Bono Activities in Physical Therapy Curricula

Cited by 27 publications

References 12 publications

Transforming Society Through Critical Service-Learning: A Position for a Justice-Based Approach to Experiential Learning in Physical Therapy Education

Transforming Society Through Critical Service-Learning: A Position for a Justice-Based Approach to Experiential Learning in Physical Therapy Education

Educational Perspectives and Teaching Styles of Faculty Who Lead International Service-Learning Experiences

Motivators for Volunteerism in Doctor of Physical Therapy Students During the COVID-19 Pandemic

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