Impact of a Service-Learning Course on First-Year Pharmacy Students' Learning Outcomes

Abstract

Objectives. To assess the differences in learning outcomes of first-year (P1) pharmacy students enrolled in a course based on service learning with those of a comparable group of students not enrolled in a course involving service learning. Design. Students on 2 campuses of a school of pharmacy completed a required P1 course involving service learning. A control group of students at a different school completed typical P1 courses, none of which involved service learning. Assessment. A questionnaire was administered to P1 students in the study group at the conclusion of the service-learning course, and a similar questionnaire was administered to P1 students in the control group in the spring of their P1 year. Survey questions inquired about what the students had learned generally and in the areas identified as common to the 2 groups of respondents. Differences in the learning outcomes of the students were identified, most notably in the areas of professional communication, cultural competence, the elderly, and awareness of service-providing agencies in the community. Conclusion. This study demonstrated that service-learning positively impacts pharmacy students' learning outcomes.

A focus group study of chiropractic students following international service learning experiences

“…9,[11][12][13]17 The benefits of SL have included but are not limited to professional and doctor-patient communication, cultural competence/awareness, connectedness, normative helping behavior, career benefits, changes in knowledge and attitudes about older adults, awareness of service-providing agencies and community needs, increased awareness of the importance of public health, clinical confidence, utility of history and examination, transformational change, and a reported increase in positive influence on clinical skills 2 years post trip. 9,11,12,[17][18][19] Educational outcomes for SL have been suggested such as personal and interpersonal development, understanding and applying knowledge, engagement curiosity and reflective practice, critical thinking, perspective transformation, and citizenship. 20 Reflection of the experience is a key learning objective to achieve maximal educational benefits.…”

A Course on Patient Safety: Pharmacy Student and Community Partner Perceptions

“…This pedagogy incorporates discussion and reflection, which extends understanding and appreciation of course content (Cress, Collier, & Reitenauer, 2013;Jacoby, 2015). Research has shown that service-learning courses can notably improve pharmacy students' cultural competency skills, professional communication, and overall awareness of the diversity of community service agencies (Kearney, 2013). These service-learning experiences are different from pharmacy practice experiences (PPEs) or rotations, which are a requirement in each year of the professional pharmacy program.…”

An Assessment of Service-Learning in 34 US Schools of Pharmacy Follow Up on the 2001 Professional Affairs Committee Report

“…17 Student outcomes in pharmacy literature include communication skills, cultural awareness, community stakeholder awareness, interprofessional team building, higher-order thinking, enhanced content knowledge, enhanced community engagement, and increased awareness of issues affecting various population groups and social factors impacting therapy adherence. [18][19][20][21][22][23][24] The literature also demonstrates the applicability of service-learning to the care of a variety of patients, such as geriatric, pediatric, and underserved communities, diabetic and obese patients, and individuals who misuse drugs. 18,19,[25][26][27] Service-learning has become more common in professional pharmacy education over the past 2 decades, partly because of pressure applied by the various accrediting agencies but with support from professional organizations.…”

“…[18][19][20][21][22][23][24] The literature also demonstrates the applicability of service-learning to the care of a variety of patients, such as geriatric, pediatric, and underserved communities, diabetic and obese patients, and individuals who misuse drugs. 18,19,[25][26][27] Service-learning has become more common in professional pharmacy education over the past 2 decades, partly because of pressure applied by the various accrediting agencies but with support from professional organizations. In 2001, the American Association of Colleges of Pharmacy (AACP) Professional Affairs Committee (PAC) wrote a report urging the increased use of servicelearning in PharmD programs.…”