EXPLORING the Value of an International Service-Learning EXPERIENCEin Honduras

Abstract

The purpose of this study was to determine the effect of an international service-learning experience in Honduras on the cultural competence of the participants. The study included a quantitative portion in which participants utilized the Cultural Competence Assessment instrument as a pretest-posttest evaluation of change in cultural competence, and a qualitative portion in which students discussed their feelings about the experience. The quantitative portion showed an increase in cultural competence behaviors following the experience. The qualitative portion resulted in four themes that emerged from the interviews: a) stepping outside my world, b) connecting with culturally different people, c) awe of community, and d) learning innovation. These results indicate that the international service-learning experience was successful in increasing the participants' ability to provide culturally congruent care.

Training socially responsive health care graduates: Is service learning an effective educational approach?

“…Forte, 1997;Elam et al, 2003;Dorfman et al, 2003Dorfman et al, , 2004Champagne, 2006;Furze et al, 2008;Dauenhauer et al, 2010;Green et al, 2011;Kaf et al, 2011;Liang En et al, 2011a;Zucchero, 2011) used mixed methods to capture the variety of student learning outcomes described. Identifying the rationale for mixing methods, the specific techniques used or the type of analysis applied was frequently not clear.…”

“…Sample sizes ranged from (n = 3) medical students in one qualitative study (Dharamsi et al, 2010b) to (n = 3450) students from multiple disciplines in a quasi experimental study (Astin & Sax, 1998). Examples of the methodological weaknesses identified included samples from single institutions (Beling, 2004;Bentley & Ellison, 2005;Champagne, 2006;Horacek et al, 2009;Leung et al, 2011;Liang En et al, 2011b;Loewenson and Hunt, 2011) with a variety of potential biases, for example, self-selection bias for students (Ngai, 2009;Green et al, 2011;Reading & Padgett, 2011) possible positive reporting bias (Kearney, 2004;Reynolds, 2005;Brown, 2009;Liang En et al, 2011b;Loewenson & Hunt, 2011) and social desirability bias (Casey and Murphy, 2008;Loewenson & Hunt, 2011). Of the 26 Quasi-experimental studies the majority (n = 20) used some form of self-report measure as did (n = 6) of the mixed method studies.…”

“…people who are homeless, people with HIV, people experiencing poverty and health inequities, etc. (Burrows et al, 1999;Elam et al, 2003;Bentley & Ellison, 2005;Casey & Murphy, 2008;Amerson, 2010;Horowitz et al, 2010;McMenamin et al, 2010;Green et al, 2011;Liang En et al, 2011b;Mitschke & Petrovich, 2011;Reading & Padgett, 2011;Schindler, 2011). Working in partnership with the "different other" appeared to help students develop a deeper appreciation of the vulnerabilities that marginalized segments of the population experience and nurture a purposeful sense of social responsibility.…”

“…Key issues identified and reported in a number of studies (e.g. Burrows et al, 1999;Elam et al, 2003;Williams & Reeves, 2004;Bentley & Ellison, 2005;Amerson, 2010;McMenamin et al, 2010;Green et al, 2011;Casey & Murphy, 2008;Groh et al, 2011;Long et al, 2011;Zucchero, 2011) include: (i) self-awareness, (ii) communication skills, (iii) leadership skills, (iv) capacity to accept and tolerate diversity, (iv) cultural competence, and (vi) capacity to connect and build relationships with others.…”

“…SL provides opportunities for students to critically examine their values and belief systems through reflective practice which prompts questions about personal stereotypes and prejudices (Williams & Reeves, 2004;Casey & Murphy, 2008;Faria et al, 2010;McMenamin et al, 2010;Green et al, 2011;Mitschke & Petrovich, 2011;Zucchero, 2011) .…”