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Use of a Service-Learning Experience to Bridge Knowledge between Professional Courses.

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Abstract:

Objective. To describe the evolution of a service-learning experience that reinforces students’ competencies from other professional courses. Methods. Early iterations of the service-learning experience required that students register with Duquesne University Volunteers and match with a community partner. Unfortunately, many sites failed to provide a meaningful experience for the student. Since then, course faculty have created several projects that allow students to apply knowledge and skills they are acquiring in the professional program. Examples include a substances of abuse presentation to area middle and high school students to reinforce concepts in neuropharmacology, an interactive program assisting seniors with selecting a Medicare plan to advance their knowledge in public health, and participation in the University’s Center for Pharmacy Care wellness initiative to enhance clinical skills and interdisciplinary collaboration by providing screenings and health education services to the community. Students are given the opportunity to improve their writing skills through a number of assignments, including a reflective journal. They also make use of the Blackboard course management system to post reflections and other technologies in their community presentations. Assignments are graded using sophisticated rubrics created by teaching assistants from the English department hired to oversee the writing process. Results. The quality of service projects, along with students’ palatability for the service-learning experience, has risen considerably. Feedback from community partners is overwhelmingly positive. Implications. The service-learning experience provides students an opportunity to interact with and positively impact a broad array of persons while employing active-learning to apply concepts taught in other courses.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p125423_index.html
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MLA Citation:

Desselle, Shane., Conklin, Mark., Surratt, Christopher., Astle, Janet., Skomo, Monica., Berdine, Hildegarde., O'neil, Christine. and Mihalyo, Mary. "Use of a Service-Learning Experience to Bridge Knowledge between Professional Courses." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p125423_index.html>

APA Citation:

Desselle, S. , Conklin, M. H., Surratt, C. K., Astle, J. , Skomo, M. , Berdine, H. J., O'neil, C. and Mihalyo, M. G. , 2006-07-05 "Use of a Service-Learning Experience to Bridge Knowledge between Professional Courses." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p125423_index.html

Publication Type: School Poster
Abstract: Objective. To describe the evolution of a service-learning experience that reinforces students’ competencies from other professional courses. Methods. Early iterations of the service-learning experience required that students register with Duquesne University Volunteers and match with a community partner. Unfortunately, many sites failed to provide a meaningful experience for the student. Since then, course faculty have created several projects that allow students to apply knowledge and skills they are acquiring in the professional program. Examples include a substances of abuse presentation to area middle and high school students to reinforce concepts in neuropharmacology, an interactive program assisting seniors with selecting a Medicare plan to advance their knowledge in public health, and participation in the University’s Center for Pharmacy Care wellness initiative to enhance clinical skills and interdisciplinary collaboration by providing screenings and health education services to the community. Students are given the opportunity to improve their writing skills through a number of assignments, including a reflective journal. They also make use of the Blackboard course management system to post reflections and other technologies in their community presentations. Assignments are graded using sophisticated rubrics created by teaching assistants from the English department hired to oversee the writing process. Results. The quality of service projects, along with students’ palatability for the service-learning experience, has risen considerably. Feedback from community partners is overwhelmingly positive. Implications. The service-learning experience provides students an opportunity to interact with and positively impact a broad array of persons while employing active-learning to apply concepts taught in other courses.

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