2013 International Association for Research on Service -Learning and Community Engagement

Transcription

1 2013 International Association for Research on Service -Learning and Community Engagement

2 Presenters Joy Doll, OTD, OTR/L, Core Faculty of OISSE Kathy Flecky, OTD, OTR/L, Core Faculty of OISSE Katie Packard, PharmD, MS, BCPS, Core Faculty of OISSE Ann Ryan Haddad, PharmD, Director of OISSE Ronna Sears-Fritz, MPA, Education Coordinator of OISSE

3 A Question How do we teach health care professionals to go beyond providing basic care to engaging in social justice?

4 Presentation Objectives By the end of this presentation, participants will be able to: Describe why service learning facilitates care among health professions students Analyze the complex academic structure needed to organize and implement health-related service learning for health professions students

5 Why Service Learning? We develop health care professionals Students cannot always learn the care part in the classroom Service learning provides a pedagogy for teaching and framing care Certain service learning activities provide students the opportunity to observe faculty role-modeling care Service learning provides students opportunities to practice clinical care prior to clinical rotations or practicums

6 Critical Consciousness Paulo Freire introduced the concept of critical consciousness (1970). According to Kumagai and Lypson, critical consciousness goes beyond critical thinking to considering the world and involves a reflective awareness of the differences in power and privilege and the inequities that are embedded in social relationships and the fostering of a reorientation of perspective towards a commitment to social justice (2009, p. 783).

7 Background From an institutional perspective, the scholarship of service expands faculty roles in experiential teaching and better fulfills campus mission statements regarding community needs (Averill, et.al., 2007)

8 Background (OISSE, 2008)

9 The Academic Model With the complexity of working with underserved community partners, we propose a centralized academic infrastructure for the health sciences that promotes community collaboration by acting as a centralized infrastructure for communicating with community partners & facilitating the justright match of project to community need for both faculty and community members

10 Academic Infrastructure Office of Interprofessional Scholarship, Service & Education (OISSE) Mission: to support, plan, organize, and implement the School of Pharmacy and Health Professions interprofessional education and scholarship initiatives related to community engagement. Office of Interprofessional Scholarship, Service, and Education

11 Exemplars Ventanillas de Salud Seven Oaks Fall Prevention Project Porto Clinic Project Homeless Connect

12 Implementation Faculty collaboration Community collaboration Student orientation Sustainability planning Ongoing evaluation Student Faculty Community Scholarship

13 Ventanillas de Salud Immigration & health Migrant worker issues Cultural views of health Ventanillas de Salud Language Health disparities Health literacy

14 Seven Oaks Fall Prevention Project Health promotion Health literacy Complex health issues Seven Oaks Fall Prevention Project Collaborat ive care Aging in place Advocacy

15 Porto Clinic Health promotion Health literacy Social aspects of health Porto Clinic Complex health issues Advocacy Collaborat ive care

16 Project Homeless Connect Health literacy Complex health issues Issues of homeless ness Project Homeless Connect Collaborat ive care Social aspects of health Advocacy

17 Assessment Reflection Online Face-to-face In the moment Collaborative Community Partner Justification Community Assessment

18 Questions/Comments?

19 References Averill, N.J., Sallee, J.M., Robinson, J.T., McFarlin, J.M., Montgomery, A.A., Burkhardt, G.A., Schulz-Burton, M.D. & Elam, C. L. (2007). A first year community-based service learning elective: Design, implementation, and reflection. Teaching and Learning in Medicine, 19(1), Boyer, Ernest. (1996). The Scholarship of Engagement. Journal of Public Outreach. 1(1) Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum. Furze, J., Black, L., Peck, K., & Jensen, G. M. (2011). Student perceptions of a community engagement experience: Exploration of reflections on social responsibility and professional formation. Physiotherapy Theory and Practice,27(6), Kumagai, A. K., & Lypson, M. L. (2009). Beyond cultural competence: critical consciousness, social justice, and multicultural education. Academic Medicine, 84(6), doi: /ACM.0b013e3181a42398 Peck, K., Furze, F., Black, L., Flecky, K., & Nebel, A. (2011). Interprofessional collaboration and social responsibility: Utilizing community engagement to assess faculty and student perception. Int J Interdiscip Soc Sci, 5,