Teaching social accountability by making the links: Qualitative evaluation of student experiences in a service-learning project

Meili, Ryan; Fuller, Daniel; Lydiate, Jessica

doi:10.3109/0142159x.2010.530308

Cited by 61 publications

(82 citation statements)

References 17 publications

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“…The similar learning outcomes identified in Canada (Dharamsi et al, 2010b;Meili et al, 2011), Europe (Casey & Murphy, 2008;McMenamin et al, 2010) and Asia (Ngai, 2006(Ngai, , 2009Leung et al, 2011;Liang En et al, 2011a) (Boland & McIlrath, 2007) to encourage researchers and educators worldwide to consider the cultural adaption of SL and to address this issue in the literature.…”

Section: Review Aim 3: Priority Areas For Future Researchmentioning

confidence: 91%

“…SL is reported to encourage the formation of positive relationships with people of different socio-cultural backgrounds, leading to the development of communication skills and crosscultural understanding (Meili et al, 2011). The opportunities to learn about and accept diversity appears to contribute to the development of students' cultural competence.…”

Section: )mentioning

confidence: 99%

“…Finally, participating in SL may support students to learn about interdisciplinary working (Meili et al, 2011). The health needs of people who are vulnerable are varied and complex.…”

Section: )mentioning

confidence: 99%

“…Students began to question and reflect on the reasons for the health inequalities they encountered during their SL engagements. Making the Links (MTL) programme (Meili et al, 2011) was specifically designed to teach medical students the social aspects of healthcare through SL. The authors concluded that students learn social accountability by participating in SL and the experiences gained may encourage students to remain altruistic in their outlook and prompt future work in underserved areas.…”

Section: )mentioning

confidence: 99%

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

McMenamin¹,

McGrath²,

Cantillon³

et al. 2014

Medical Teacher

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Section: Review Aim 3: Priority Areas For Future Researchmentioning

confidence: 91%

Section: )mentioning

confidence: 99%

“…Finally, participating in SL may support students to learn about interdisciplinary working (Meili et al, 2011). The health needs of people who are vulnerable are varied and complex.…”

Section: )mentioning

confidence: 99%

Section: )mentioning

confidence: 99%

See 2 more Smart Citations

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

McMenamin¹,

McGrath²,

Cantillon³

et al. 2014

Medical Teacher

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show abstract

“…L'apprentissage par service communautaire L'apprentissage par service communautaire, parfois appelé « apprentissage par l'engagement communautaire » ou « apprentissage expérientiel par l'intervention communautaire », est « un modèle d'apprentissage expérientiel qui allie apprentissage en classe et action bénévole en vue d'atteindre des objectifs communautaires, et insuffle aux étudiants le sens de l'engagement citoyen » (Fondation de la famille McConnell, 2013). La plupart des articles recensés (Buckner, et collab., 2010;Elam, et collab., 2009;Felten, et Clayton, 2011;Hunt, Bonham et Jones, 2011;Long, et collab., 2011;Marcus, et collab., 2011;Meili, Fuller et Lydiate, 2011) (Buckner, et collab., 2010;Bell, et collab., 2009). Ces écrits ont guidé notre approche dans les modifications apportées au stage APP en communauté.…”

Section: Introductionunclassified

L’intégration d’une composante d’expérience communautaire à la formation médicale en milieu francophone minoritaire

Beauchamp¹,

Daigle²,

Boucher³

2014

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Association of a Health Equity Curriculum With Medical Students’ Knowledge of Social Determinants of Health and Confidence in Working With Underserved Populations

et al. 2021

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IMPORTANCE National organizations recommend that medical schools train students in the social determinants of health. OBJECTIVE To develop and evaluate a longitudinal health equity curriculum that was integrated into third-year clinical clerkships and provided experiential learning in partnership with community organizations. DESIGN, SETTING, AND PARTICIPANTS This longitudinal cohort study was conducted from June 2017 to October 2020 to evaluate the association of the curriculum with medical students' selfreported knowledge of social determinants of health and confidence working with underserved populations. Students from 1 large medical school in the southeastern US were included. Students in the class of 2019 and class of 2020 were surveyed at baseline (before the start of their third year), end of the third year, and graduation. The class of 2018 (No curriculum) was surveyed at graduation to serve as a control. Data analysis was conducted from June to September 2020. EXPOSURES The curriculum began with a health equity simulation followed by a series of modules. The class of 2019 participated in the simulation and piloted the initial 3 modules (pilot), and the class of 2020 participated in the simulation and the full 9 modules (full). MAIN OUTCOMES AND MEASURES A linear mixed-effects model was used to evaluate the change in the self-reported knowledge and confidence scores over time (potential scores ranged from 0 to 32, with higher scores indicating higher self-reported knowledge and confidence working with underserved populations). In secondary analyses, a Kruskal-Wallis test was conducted to compare graduation scores between the no, pilot, and full curriculum classes. RESULTS A total of 314 students (160 women [51.0%], 205 [65.3%] non-Hispanic White participants) completed at least 1 survey, including 125 students in the pilot, 121 in the full, and 68 in the no curriculum classes. One hundred forty-one students (44.9%) were interested in primary care. Total self-reported knowledge and confidence scores increased between baseline and end of clerkship (15.4 vs 23.7, P = .001) and baseline and graduation (15.4 vs 23.7, P = .001) for the pilot and full curriculum classes. Total scores at graduation were higher for the pilot curriculum (median, 24.0; interquartile range [IQR], 21.0-27.0; P = .001) and full curriculum classes (median, 23.0; IQR, 20.0-26.0; P = .01) compared with the no curriculum class (median, 20.5; IQR, 16.25-24.0). (continued) Key Points Question Is a longitudinal health equity curriculum associated with improved self-reported knowledge of the social determinants of health and confidence with working with underserved populations among US medical students? Findings In this cohort study of 314 students, self-reported knowledge and confidence scores significantly increased over time for participants in both the pilot and full curriculum classes. Compared with students not exposed to the curriculum, those in the pilot and the full curriculum classes had significantly higher scores at graduation. Me...

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Teaching social accountability by making the links: Qualitative evaluation of student experiences in a service-learning project

Abstract: MTL is a promising model for using service-learning to teach social accountability in medical training.

Cited by 61 publications

References 17 publications

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

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

L’intégration d’une composante d’expérience communautaire à la formation médicale en milieu francophone minoritaire

Association of a Health Equity Curriculum With Medical Students’ Knowledge of Social Determinants of Health and Confidence in Working With Underserved Populations

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