Can Service Learning Enhance Social Responsibility
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This document discusses how service learning experiences can be used to develop social responsibility in students in health professions programs. It describes a physical therapy course that includes a poverty simulation and 30 hours of service work with different populations. Students write reflections on how the experience relates to social and political issues and social responsibility. The reflections are evaluated on understanding diverse perspectives and linking experiences to broader contexts. Examples are provided of how students demonstrated indicators of social responsibility like advocating for health, promoting cultural competence, and ensuring social justice. The conclusion is that service learning can effectively impact the complex concept of social responsibility.
Can Service Learning Enhance Social Responsibility
- 1. Can Service Learning Enhance Social Responsibility in Students in Health Professions? Julie Gahimer PT, HSD Anne Mejia-Downs PT, MPH, PhD Krannert School of Physical Therapy 7th International Symposium on Service Learning Galway, Ireland June 2017
- 4. Introduction Core values of a doctoring profession: Accountability Altruism Compassion and Caring Excellence Integrity Professional Duty Social Responsibility
- 5. Purpose Describe how a service learning experience can be used to impact the complex construct of social responsibility for students in programs of health professions Service Learning Social Responsibility Students in Health Professions
- 6. Social Responsibility • American Physical Therapy Association: “Promotion of a mutual trust between the profession and the larger public that necessitates responding to societal needs for health and wellness” • Social Responsibility is the most difficult core value to impart and measure • “Learned and lasting professional ethos of citizenship” (APTA; McGinnis, 2016; Crandell, 2013)
- 7. PT 635: Service Learning Course • Poverty Simulation: exposure to low-resources population • 30 hours working directly with individuals different from themselves • Written Reflection Includes Social Responsibility – How does this experience relate to broader social/political issues? – How does this experience connect with social responsibility?
- 8. Evaluation of Social Responsibility • A grading rubric is used to evaluate the level of understanding of social responsibility • Desired response: – Considers a broad range of perspectives – Pays attention to and demonstrates respect for others’ viewpoints – Demonstrates ability to link the experiences to a broader context – Demonstrates expanded or reconsidered personal views
- 9. Sample Indicators From APTA 1. Advocating for and participating in health and wellness needs in society 2. Promoting cultural competence 3. Promoting appropriate laws, regulations, and guidelines 4. Promoting volunteerism 5. Providing leadership 6. Participating in collaborative relationships 7. Ensuring social justice and economic efficiency
- 10. Advocating For and Participating in Health and Wellness Needs in Society • “PTs can…advocate and support the American Disabilities Act and mandates for community-based care...” (Camp for children with mental disabilities) • “We have a social responsibility to not only serve those we treat, but to also promote a lifestyle of health promotion and service for society as a whole.” (Camp for children with physical disabilities)
- 11. Promoting Cultural Competence • “Those who judge someone who is in a wheelchair could be educated on the fact that they are not seeing the whole person, only the chair.” (Camp for children with physical disabilities) • “Their set of life circumstances is different, but their community and heart is the same as mine.” (Poverty center)
- 12. Promoting Appropriate Laws, Regulations, and Guidelines • “By joining with law enforcement, educating people, and advocating for survivors, physical therapists can be leaders in the community in the effort to combat human trafficking.” (Human trafficking organization) • “We can…advocate for legislation that will help to further research and funding in the areas of muscular dystrophy to help find a cure.” (Camp for children with physical disabilities)
- 13. Promoting Volunteerism • “Through fundraisers and more awareness, the community can help volunteer and support these programs to allow children with disabilities to experience a life with less limits.” (Adaptive sports program) • “If we do not take the responsibility to use our knowledge outside of our clinic’s walls, then we are not giving our profession its due diligence.” (International service trip)
- 14. Providing Leadership • “My life has been changed for the better after being an assistant coach for the RHI Junior Racers.” (Adaptive sports program) • “…I could recruit a team for a “Walk-n-Roll” and then have my team raise money and walk together to show support of those affected by Spinal Muscular Atrophy.” (Camp for children with physical disabilities)
- 15. Participating in Collaborative Relationships • “Society has a responsibility to support relationship building. Organizations must work together to advocate for programs that encourage such community and acceptance.” (Ministry outreach program) • “I learned a lot from observing the interaction of these organizations with each other and within the community, and how to best meet various needs of the population.” (Boys and Girls Club)
- 16. Ensuring Social Justice and Economic Efficiency • “I think we have a social responsibility as a society to make important resources available to everyone who needs them, not just those who can afford them.” (Camp for children with physical disabilities) • “As a profession it is our responsibility to continue to advocate for patients dealing with disabilities even after they stop receiving our services.” (Stroke camp for adults)
- 17. Conclusion
- 18. References • American Physical Therapy Association. www.apta.org • McGinnis PQ, Guenther LA, Wainwright SF. Development and Integration of Professional Core Values Among Practicing Clinicians. Phys Ther. 96(9); 2016:1417-1429. • Crandell CE, Wiegand MR, Brosky JA. Examining the Role of Service-Learning on Development of Professionalism in Doctor of Physical Therapy Students: A Case Report. J Allied Health. 42(1); 2013: e25-32.
Editor's Notes
- #18: The students are preparing to be clinical professionals, but social responsibility is learned through Service-Learning experiences in a variety of settings.