The Impact of COVID-19 Service Learning on Medical Student Professional Identity Formation.

IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Wei-Hsin Lu, Lindsy Pang, Lisa Strano-Paul
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引用次数: 0

Abstract

Objective: The COVID-19 pandemic affected in-person educational activities and required medical schools to adapt and enrich their curriculum to ensure ongoing professional development. During the height of the COVID-19 pandemic, students expressed a significant desire to contribute and continue their medical education. Service learning promotes experiential learning and Professional Identity Formation (PIF). This study examines the impact that a service-learning elective had on medical students' education and PIF.

Methods: Offering a service-learning elective allowed students to remain engaged in educational activities and pandemic-relief efforts. We conducted a qualitative analysis of 132 written reflections by medical students who completed a 2- or a 4-week service-learning elective to assess for major themes and impact on PIF.

Results: Participation in service learning had a favorable impact on PIF as expressed by the personal qualities student identified as having developed or improved upon because of their participation. Enhancement of communication skills, teamwork skills, compassion, and empathy were major themes conveyed in student reflections. Qualities of resilience were also portrayed through the write-up as students noted how the elective allowed for active engagement in community pandemic-relief efforts and created opportunities for overcoming obstacles related to service learning projects they participated in.

Conclusions: Service learning in medical school has a dual purpose of providing community support while imparting significant learning opportunities for PIF in medical students.

COVID-19 服务学习对医学生职业认同感形成的影响。
目的:COVID-19 大流行影响了现场教育活动,要求医学院调整和丰富其课程,以确保持续的专业发展。在 COVID-19 大流行最严重的时期,学生们表达了希望做出贡献并继续接受医学教育的强烈愿望。服务学习促进了体验式学习和职业认同感的形成(PIF)。本研究探讨了服务学习选修课对医学生教育和职业认同感形成的影响:方法:开设服务学习选修课使学生能够继续参与教育活动和大流行病救助工作。我们对完成了为期 2 周或 4 周服务学习选修课的医学生的 132 篇书面反思进行了定性分析,以评估主要主题和对 PIF 的影响:结果:参与服务学习对PIF产生了有利影响,具体表现在学生认为因参与服务学习而发展或提高了个人素质。在学生的反思中,交流技能、团队合作技能、同情心和同理心的提高是主要的主题。学生们在文章中还提到了选修课如何让他们积极参与社区大流行病救助工作,以及如何为他们创造机会克服与所参与的服务学习项目有关的障碍:结论:医学院的服务学习具有双重目的,既能为社区提供支持,又能为医学生的 PIF 提供重要的学习机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Medical Education and Curricular Development
Journal of Medical Education and Curricular Development EDUCATION, SCIENTIFIC DISCIPLINES-
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发文量
62
审稿时长
8 weeks
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