WVRHEP Service Learning
What is community based service learning?
Community Service Manual
In collaboration with and/or in addition to the clinical objectives required by the students' respective school for the level of rotation, students are to participate in interdisciplinary or multidisciplinary sessions and spend 20 percent of their time over the length of the rotation in community service and community based research (WVRHEP Policy 94-01).
All consortia work with community organizations to provide students with a community based service learning experience that is both beneficial to their personal learning and the needs of the community. All activities are directly linked to objectives including Healthy People 2010, Institute of Medicine's Competencies and others identified by local faculty and/or schools.
What is the significance of Service Learning? Service learning, in terms of the WVRHEP requirement, means student involvement in community based activities that provide opportunities for reflective learning. Students should be able to reflect upon their leadership role in the community that may go beyond their professional or clinical role and connect their service role as a professional to their civic role within the community. The best community service activities to facilitate this learning are those where:
- students learn about the "big picture", i.e. the community context within which they treat individuals and families
- students are exposed to, and encouraged to see, community values in operation and the characteristics of the community, which have both positive and negative impact on its residents
- students reflect on problems within the community, families, and individuals in their most interdependent and complex (not just simplistic) relationships
- students are provided opportunities to see their future role as change agents to improve health outcomes and the health care delivery system and their social responsibility as professional leaders within the community and
- Students are exposed to the wide range of needs and services within the whole health care delivery system; especially those that use population-based service methods and include wellness and prevention.
What are some examples of community based service learning?
Bingo For Health- Bingo for Health is a program that uses the game Bingo to educate participants about various health issues. Students take the materials to the site, set up the game, call the numbers giving a specific piece of educational health information for each number called.
(WV) CARDIAC Project- Coronary Artery Risk Detection in Appalachian Communities by William A. Neal, M.D.
This statewide project is designed to
test the hypothesis that universal cholesterol screening of children in a high
risk rural population is an effective way of identifying not only the child,
but also his or her parents at risk of developing premature cardiovascular
disease. Other objectives
address the epidemic of childhood obesity and the early
detection of Diabetes.
Energy Express- Energy Express is a six-week summer program, sponsored by AmeriCorps, which promotes the school success of children living in rural and low-income communities across WV. Energy Express provides summer learning experiences focused on reading and serves two nutritious, family-style meals each day. Community members and service organizations donate their time and talents. Students volunteer to read aloud, help serve meals, take dictation from children, staff school offices, offer art activities, listen to children read, and share their special interests and experiences.
Gwen's Meals- Students deliver meals to senior citizens unable to leave their homes as part of ongoing participation with the Greenbrier Valley Shepherd's Center, a faith-based organization funded through Faith in Action.
Hand washing Program- Students present on the importance of hand washing. The students talk to the kids about when to wash their hands, how to properly wash their hands, and demonstrate the evidence of remaining germs with the glo germ light.
(Camp) Kismet- This and other summer camps often request our assistance. Students serve as positive role models and participate in sports, crafts, reading, safety and presentations from the community.
Lectures on Health Care- Students present at local schools on various topics including: healthy relationships, the female and male body, abstinence, sexually transmitted diseases, substance abuse and Careers in Health Care.
Meetings on Community Awareness- Students have opportunities to attend area meetings where they can learn more about the community and the health of the people. Some of these meetings include: AA, Diabetes Support, Childbirth Class, Cancer, Black Lung Association, Starting Points Play Groups and many others.
PEIA Face-to-Face DM Program- Students record patients' height and weight, blood pressure and foot exam findings. Observing the patient's techniques on testing their own glucose levels and making recommendations is also a component of the program. All findings are recorded and patients are assisted with setting goals for the next month. Students can also assist with scheduling new appointments.
Relay for Life- students assist with games and educate participants on the proper exercise techniques and benefits of exercise for both cancer patients and cancer caregivers. Students can organize a team, walk the relay with other participants, and discuss available treatments for cancer and/or signs and symptoms of the disease. Students can talk with individuals about the implications and necessity of fundraising events such as this to help the cause.
SOLE Module- The student will be given access to the online environment via email and assigned a particular module. Community Based Learning (CBL) involves components of community and public health, Healthy People 2010 Objectives, Service Learning, and the Institute of Medicine Report, Quality through Collaboration: The Future of Rural Health (2004). The next step involves selecting a service learning project within the RHEP consortium or AHEC region. Upon completion of the service learning project, the student returns to the module to complete a reflective piece on what was learned from the project.
Tar Wars- Tar Wars is an in-school lesson on the images of tobacco use, refusal skills, and tobacco advertising. The program is presented in January or February to a local fifth-grade class and sponsored by the American Academy of Family Physicians.
(Mr.) Wiggly Tooth Presentation- Students educate preschool and elementary children and adults by showing them educational videos like Mr. Wiggly Tooth to demonstrate how to properly brush and floss their teeth at local day care, preschool and head start centers. Kids are usually given a toothbrushes and dental activity books.
What is the importance of the reflection piece of service learning?
The personal and professional insight you gain from a service learning activity and your rural health rotation will guide your growth as a provider. Reflecting on your experiences and sharing how this has affected you is a demonstration of your increased knowledge and understanding of the population you are working with as a health care provider.
Sample reflection questions
- What do you think this population believes to be the cause of their illness? What do you believe to be the cause of their illness?
- What are the barriers preventing this population from achieving optimal health (i.e., access, financial, environment, cultural)?
- What were your own preconceived notions about this population and/or community? Did this experience reinforce or challenge these notions? Why or why not?
- From a discipline specific perspective on an interdisciplinary team, what specific issues would you want to address/explore?
- What was the most meaningful part of this service learning experience? What suggestions would you have for improving future service learning projects?