Implementation of a Service-learning Module in Medical Microbiology and Cell Biology Classes at an Undergraduate Liberal Arts University

Abstract

Here we discuss the implementation of a service-learning module in two upper-division biology classes, Medical Microbiology and Cell Biology. This exciting hands-on learning experience provided our students with an opportunity to extend their learning of in-class topics to a real-life scenario. Students were required to volunteer their time (a minimum of 10 hours in a semester) at an under-served clinic in Houston, Texas. As they interacted with the personnel at the clinic, they were asked to identify the most prevalent disease (infectious for Medical Microbiology, and cellular-based for Cell) seen at the clinic and, working in groups, come up with educational material in the form of a display or brochure to be distributed to patients. The material was meant to educate patients about the disease in general terms, as well as how to recognize (symptoms), prevent and treat it. Students were required to keep a reflective journal in the form of a blog throughout the semester, and present their final materials to the class orally. Students were surveyed about their opinion of the experience at the end of the semester. The vast majority of student participants felt that the project was a positive experience and that it helped them develop additional skills beyond what they learn in the classroom and understand how lecture topics relate to every day life.

Student Attitudes Regarding Active Learning In Health Professions Microbiology Course

“…Regarding the type 3 project (community service), while students preferred project types 1, 2 & 4 over type 3 by roughly 2:1, those students that did prefer type 3 gave comments about how it enabled them to do things that benefited the community, and valued it for that reason. A similar result occurred in other studies involving microbiology students engaged in service projects (Larios-Sanz et al, 2011;Cain, 2013). Finally, regarding the type 4 project (lab research), students considered it to be both "fun" and "hands on."…”

“…Furthermore, such writing helps develop communication skills in engaging with the lay public (Dorman et al, 2013). Similar brochure writing by students has been done also in the context of service-learning (Butin, 2010;Larios-Sanz et al, 2011). Regarding the type 2 project (shadowing), the practice of physician shadowing is certainly widespread, and studies have shown that shadowing programs generally increase the interest of students in medicine (Kitsis & Goldsammler, 2013).…”

Student Initiative Enhances Service Learning and Community Engagement in a Health Professions Microbiology Course

“…Use of SLCE in microbiology education has been relatively more recent and limited to highly structured student volunteer activities requiring much planning and direction from the course instructor, and coordination with outside institutions (4). The most common examples have been students volunteering at medical clinics and health fairs (5,6), but these have tended to involve everyone in the class doing the same activity or volunteering in the same setting. Many other SLCE activities exist, however.…”

Learning through Teaching: A Microbiology Service-Learning Experience

“…Many colleges have begun to implement service learning into their curriculum, including their biology and microbiology curriculum. Some of these service-learning projects include volunteering at local clinics, creating educational materials, and partnering with local elementary, middle, or high schools to provide lessons or curriculum development ( 2 , 3 , 7 ).…”