Community organization feedback about an undergraduate medical education service learning program

Background: In 2016, Service Learning (SL) became a curricular requirement for undergraduate medical education (UGME) students at the University of Manitoba. Students partner with a community-based organization for two years to engage in non-clinical activities in community settings. Significant fe...

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Autores principales:	Roger Berrington, Nina Condo, Felicien Rubayita, Karen Cook, Chelsea Jalloh
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/dd608c91ae50401581d89e71c62fea91
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spelling	oai:doaj.org-article:dd608c91ae50401581d89e71c62fea912021-12-01T22:35:41ZCommunity organization feedback about an undergraduate medical education service learning program10.36834/cmej.714201923-1202https://doaj.org/article/dd608c91ae50401581d89e71c62fea912021-09-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/71420https://doaj.org/toc/1923-1202 Background: In 2016, Service Learning (SL) became a curricular requirement for undergraduate medical education (UGME) students at the University of Manitoba. Students partner with a community-based organization for two years to engage in non-clinical activities in community settings. Significant feedback has been collected from students re: their SL experiences. This project specifically collected feedback from community organizations involved with SL. Methods: In June 2019, an electronic survey was distributed to the 36 community organizations involved with SL. Results: Twenty-seven organizations completed the survey. Feedback was grouped into two main themes: 1) Logistics and 2) The SL Experience. About half (52%) of respondents indicated it was “easy” to schedule students for SL; however, students’ busy schedules and differences between hours of organization programming and students’ availability were highlighted. Most respondents described students as “engaged” (70%); respondents indicated SL raised students’ understanding of power and privilege (56%) and systemic oppression (63%). Conclusions: Community organizations shared valuable insights to inform the SL program. Results identified specific aspects of the SL program to address moving forward, such as sharing learning objectives with community partners. Ensuring processes are in place to obtain feedback from community partners is an essential step to improve SL programs, and to strengthen reciprocal community-university partnerships. Roger BerringtonNina CondoFelicien RubayitaKaren CookChelsea JallohCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Roger Berrington Nina Condo Felicien Rubayita Karen Cook Chelsea Jalloh Community organization feedback about an undergraduate medical education service learning program
description	Background: In 2016, Service Learning (SL) became a curricular requirement for undergraduate medical education (UGME) students at the University of Manitoba. Students partner with a community-based organization for two years to engage in non-clinical activities in community settings. Significant feedback has been collected from students re: their SL experiences. This project specifically collected feedback from community organizations involved with SL. Methods: In June 2019, an electronic survey was distributed to the 36 community organizations involved with SL. Results: Twenty-seven organizations completed the survey. Feedback was grouped into two main themes: 1) Logistics and 2) The SL Experience. About half (52%) of respondents indicated it was “easy” to schedule students for SL; however, students’ busy schedules and differences between hours of organization programming and students’ availability were highlighted. Most respondents described students as “engaged” (70%); respondents indicated SL raised students’ understanding of power and privilege (56%) and systemic oppression (63%). Conclusions: Community organizations shared valuable insights to inform the SL program. Results identified specific aspects of the SL program to address moving forward, such as sharing learning objectives with community partners. Ensuring processes are in place to obtain feedback from community partners is an essential step to improve SL programs, and to strengthen reciprocal community-university partnerships.
format	article
author	Roger Berrington Nina Condo Felicien Rubayita Karen Cook Chelsea Jalloh
author_facet	Roger Berrington Nina Condo Felicien Rubayita Karen Cook Chelsea Jalloh
author_sort	Roger Berrington
title	Community organization feedback about an undergraduate medical education service learning program
title_short	Community organization feedback about an undergraduate medical education service learning program
title_full	Community organization feedback about an undergraduate medical education service learning program
title_fullStr	Community organization feedback about an undergraduate medical education service learning program
title_full_unstemmed	Community organization feedback about an undergraduate medical education service learning program
title_sort	community organization feedback about an undergraduate medical education service learning program
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/dd608c91ae50401581d89e71c62fea91
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Community organization feedback about an undergraduate medical education service learning program

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