Interprofessional Collaboration and Social Responsibility: Utilizing Community Engagement to Assess Faculty and Student Perception

Peck, Kirk; Furze, Jennifer; Black, Lisa; Flecky, Kathleen; Nebel, Andreia

doi:10.18848/1833-1882/cgp/v05i08/51853

Cited by 6 publications

(3 citation statements)

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“…33–37 For example, a study showed that improved SR was one of the perceived advantages of international over domestic service learning experiences among Doctor of Physical Therapy (DPT) students. 36 Volunteering in community-engagement curricular activities 34 and participating in a community-based project that used an interprofessional model 33 also showed positive SR outcomes in some studies. Service learning is a highly endorsed strategy for building future health professionals' awareness of health care inequities.…”

Section: Review Of Literaturementioning

confidence: 99%

“…[25][26][27][28][29][30][31][32] Fewer papers are available in PT education, and these mainly focus on service learning as a strategy. [33][34][35][36][37] For example, a study showed that improved SR was one of the perceived advantages of international over domestic service learning experiences among Doctor of Physical erapy (DPT) students. 36 Volunteering in community-engagement curricular activities 34 and participating in a communitybased project that used an interprofessional model 33 also showed positive SR outcomes in some studies.…”

Section: Review Of Literaturementioning

confidence: 99%

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Developing a Transformative Praxis-Based Curriculum to Educate Physical Therapy Students for Social Responsibility: A Philippine Qualitative Case Study

Palad¹,

Armsby²,

Qualter³

2023

JOPTE

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Introduction. Physical therapy (PT) academic institutions are called upon to strengthen their transformative role in developing more socially responsible graduates. Study objectives were to explore faculty perspectives on educating PT students for social responsibility (SR) and to identify strategies for improvement. Review of Literature. Adopting a "curriculum as praxis" orientation for curriculum development supports educating for SR because of its focus on transforming self and the world through recurring critical reflection and action. To complement the curriculum, ensuring SR in the entire academic environment, including institutional structures and capable educators, will enrich student development. Subjects. Six PT educators from a Philippine university with distinct SR mandates were purposively invited to participate based on their key involvements in various aspects of educating for SR. Methods. A participatory approach guided the methods to encourage collaborative creation of practical knowledge. Participant perspectives were gathered through focus group discussions, which were informed by research on SR in Philippine PT. Discussions were transcribed and then subjected to thematic analysis. Results. ree themes highlighted main areas for practice improvement: 1) strengthening curricular focus on SR through a whole-ofcurriculum approach to incorporating opportunities for cognitive learning on SR and praxis (reflection and action); 2) maximizing institutional programs by helping students recognize them as further opportunities for developing SR; 3) and ensuring faculty has the capacity to educate for SR. Discussion and Conclusion. Educating for SR requires a transformative curriculum supported by aligned institutional programs and capable educators. is study enjoins PT educators to ensure a strong SR agenda in their PT programs by analyzing and acting on the transformative purpose of their curricula, including the influence of institutional structures, and support needed by educators to enable students to respond to the needs of the society they serve.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Developing a Transformative Praxis-Based Curriculum to Educate Physical Therapy Students for Social Responsibility: A Philippine Qualitative Case Study

Palad¹,

Armsby²,

Qualter³

2023

JOPTE

View full text Add to dashboard Cite

show abstract

“…Examples of curriculum-based community engagement focus mainly on social justice and responsibility (Marullo & Edwards, 2000;Peck, Furze, Black, Flecky, & Nebel, 2010) and are experiential and transformative (Prout et al, 2014), where others focus on the acquisition of knowledge and skills (Jones, McAllister, & Lyle, 2015;Rooks & Rael, 2013) for instance public health (Cashman & Seifer, 2008). Non-curriculum based programs are generally extracurricular and tend to focus more on 'life-wide learning' (Thompson et al, 2013), and are complementary rather than specific to an undergraduate degree (Clark, Marsden, Whyatt, Thompson, & Walker, 2015).…”

Section: Introductionmentioning

confidence: 99%

Value-adding to health professional student placement experiences: Enhancing work readiness and employability through a rural community engagement program

Fisher

Smith

Brown

et al. 2018

JTLGE

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Enriching health professional students' placement experiences through targeted community engagement has the potential to help develop their preparedness to provide healthcare to the broader community. In 2011 the University of Newcastle Department of Rural Health (UONDRH) embarked on a program of multidisciplinary community engagement which consisted of short, extracurricular community-engaged learning experiences integrated with the students' professional placements. The aim of this study was to investigate whether the program was adding to the students' rural health placement experiences based on perceptions of both the students themselves and UONDRH staff.A mixed methods approach used a student survey (n = 96), which included both closed and open-ended questions, and semi-structured interviews with staff members involved in delivery of the community engagement program (n = 15). Data were explored together for intersections and commonalities. The overarching key concept was 'Enhancing Work Readiness and Employability'. Both student and staff perceived that students' participation in community engagement improved their employment prospects. Three themes emerged from the data, which underpinned and supported the key concept. These were: 'Expanding professional practice capabilities'; 'Building confidence and showing motivation', and 'Better understanding the nature of rural practice'.The results of this study provide support to the notion that there was value for students in this form of short-term, community engagement activities, many of which could be readily integrated into existing health professional education programs with considerable benefits. It would also lend itself to other non-health professional programs, such as law, journalism or business studies, as a means of broadening the students' perspectives beyond the limits of their own professional horizons.

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A mixed-method exploratory study of interprofessional education in social work at historically Black colleges and universities: A faculty perspective

Barnett

Livingston

Perdue

et al. 2017

Journal of Human Behavior in the Social Environment

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Interprofessional Collaboration and Social Responsibility: Utilizing Community Engagement to Assess Faculty and Student Perception

Cited by 6 publications

References 0 publications

Developing a Transformative Praxis-Based Curriculum to Educate Physical Therapy Students for Social Responsibility: A Philippine Qualitative Case Study

Developing a Transformative Praxis-Based Curriculum to Educate Physical Therapy Students for Social Responsibility: A Philippine Qualitative Case Study

Value-adding to health professional student placement experiences: Enhancing work readiness and employability through a rural community engagement program

A mixed-method exploratory study of interprofessional education in social work at historically Black colleges and universities: A faculty perspective

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