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How to design a service learning program

How to design a service learning program
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Welcome back to the class!! After we introduced the new role of medical professionalism. Then, in this session we were introduce the strategies in service learning program design. The first strategy is to learn narratives with in the communal lives and afterwards, we have to be several reflexive, that is, conscious of the social role of medical technology. We rely on dynamic networking within the community. And afterwards, we will take power with approach and let community leaders take the leadership. So we will form collective projects with people in the community. Those strategies lead the community service learning activities in different community settings. Like the neighborhood community around the university and the even in remote tribal areas. We can empower people over there. So…
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we cultivate a sense of empowerment, especially through oral history practice. Take a oral history project to various opinion leaders in tribal area for an example. Students become aware of the power of reflecivity in identifying local knowledge. This power led students and the teachers to recognize relative narratives in multiple settings or from various persons. However, broader consensus could be reached at a higher level, with sensitivity to narrative formation or reconfiguration. As the results, possibilities of empowerment are therefore everywhere when we realize new identity formation could be initiated. So… What we accomplished in the service learning at tribal area? We first help students discover their own skills, gain confidence in discussing their ideas with others, grow by listening and learning.
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And also, we motivate local indigenous youth to understand the culture and history of their own villages. And we stimulate the interest and enthusiasm of middle school students in tribal areas, such as, Fuhsing Township, Taoyuan County, to participate in community services and the in future to return to the countryside to participate in the community and establish local services. And we train college students in techniques of class counseling, develop willingness to serve over a long period, learn how to organize teams, in order to reach the goals of team service.

Medical education has put much effort into delivering scientific knowledge and training skills.

Recently, many scholars have suggested that there should be more humanity aspects in medical education. In the end, medicine is not just science by itself. Without humanity, medicine and medical science have no meaning.

In order to let students from medical universities to know what is ‘human’ and what humanity entails in medicine, there are a number of pedagogies. “Community-service learning” is one of them.

In this video, I will show you how I design a community-service learning course for undergraduates.

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This content is taken from
Taipei Medical University online course,

Medical Humanity: Engaging Patients and Communities in Healthcare

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If you have experience of participating in or teaching community-service learning, you are welcome to share this with us in the comments below. Please remember not to share any private or personal details in the Comments.

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This content is taken from Taipei Medical University online course
Medical Humanity: Engaging Patients and Communities in Healthcare
View Course
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Medical Humanity: Engaging Patients and Communities in Healthcare

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