Community-Based Dental Education and Service Learning. Dr shabeel pn www.hi-dentfinishingschool.blogspot.com. Workshop Agenda. Welcome and Overview of Objectives Introduction to Service-Learning (SL) Models of SL in Dental Education Preparing Dental Students for Service in the Community.
Dr shabeel pn
1. Define service-learning (SL) and explain how it differs from and complements traditional clinical experiences in dental education;
2. Identify the key components of SL: curriculum development; community partnerships, community service, and reflection;
3. Describe how SL fosters student leadership, cultural competency, lifelong learning, and a commitment to caring for the underserved; and
4. Explore ways to develop a plan for incorporating SL into the dental education curriculum at the predoctoral or postdoctoral level
Graduates must be competent in:
Advocating greater emphasis on community-based learning:
To foster partnerships between communities and educational institutions that build on each other’s strengths and develop their roles as change agents for improving education of health professionals, civic responsibility and the overall health of communities.
-to help, a helpful act
-a contribution to the welfare of others
-disposal for use of the entire system
- use of labor that does not produce a
-work that gives good
1. The context in which the service is provided;
2. The connection between the service and their academic course work; and
3. Their roles as professionals and citizens.
COMMUNITY-SERVICE FIELD EDUCATION
Service FOCUS Learning
Service-Learning is NOT 1990-2005
the same thing as doing clinical
work in a community setting.
Is a learning strategy designed to
respond to limitations of traditional
of students’ lives and the world outside the
Types of reflection for SL:
Critical incident journal:
Students focus on a specific event that occurred at the service cite in which a decision was made, a conflict occurred, or a problem was resolved. They are asked to describe the event, how it was handled, alternative ways in which they could have resolved the situation, and how they might act in a similar situation in the future (e.g., their thoughts, reaction, and future action). They may include information from the course that might be relevant to the incident.*
-Why was it such a confusing event?
-How did you/others around the event feel
-What did you do or 1st consider doing?
-List 3 actions that you might have taken and
evaluate each one.
Excerpts from student essays
-”We truly have to imagine ourselves in the shoes of the person we are treating in order to best help them.”
-”I realize now that everyone deserves your compassion and no one deserves your judgment”
-”Are those who acquired this disease (AIDS) through risky behavior of their own doing not so worthy of my support [as unsuspecting victims]? I am not sure, but I will continue to examine my feelings.”
-”I learned that there is a greater need out there than I anticipated. And no matter how small a difference I make, it is still a difference. . . It is enough to make me try to make the difference.”
-May be used for structured group
discussion, provide basis for formal
papers or class presentation
Web-based mode of communication (i.e., class home pages, chat rooms, on-line survey forms), e-mail, and class listservs to present material, structure discussions, submit reflective journal entries, and deal with issues at the service site
-transformational learning experiences
-clarifications of values, sense of self
-awareness of determinants of health
-sensitivity to diversity
-knowledge of health policy issues
Following a SL experience students in the health sciences reported better knowledge of:
These findings were statistically significant
Following a SL experience students
Were more likely to report a
These findings were statistically significant
Following a SL experience students reported:
-Enhanced relationship between students
-Linkage of personal/professional lives
-Better understanding of community issues
-New career and scholarship directions
-New directions and confidence in teaching
-Service, economic and social benefits
(access to experts for research, data analysis, program
evaluation, extended service delivery)
-Increased awareness of institutional
-high value placed on relationship with
-Value in being seen as teachers and
*Health Professions Schools in Service to the Nation, a national demonstration program funded by Pew Charitable Trusts and the Corporation for National Service
How can service-learning further both?
How can service-learning enable you to meet them?
Where can SL enhance?
What constitutes scholarship?
Dentists in Service to Communities
Objective: to increase available oral health services to underserved peoples and communities
Funded by grant from KBR Charitable Trust initially for dental and dental hygiene students
and how to maintain enthusiasm
And many other personal rewards in self awareness and spiritual terms
Need fornew curricular themesin addition to emphasis on technical competence
Role of social and behavioral sciences in the pre-clinical dental school curriculum
Need for new teaching strategies:
Critical thinking/problem solving
New Instructional Methodologies
-Communicated orally and in writing
-1 month before departure course director holds mandatory meeting (“send-off”) for students
-All necessary paperwork (critical incident log books, instructions, descriptions of all requirements and due dates, contact information for UNC personnel, needle-stick protocol on cards, etc)
For students, this structure provides certainty and boosts confidence in ability to function effectively away from the “mother ship”.
Post-rotation reflection seminars: structured reflective experience
“I cannot know what your destiny will be, but one thing I do know is that the truly happy among you will be those who have learned to serve.”