An exploration of a service-learning environment for occupational therapy students and their community partners: Outcomes and perceptions

Background: Based on Dewey’s philosophies of democracy, social justice, reciprocity and social inclusion, service-learning pedagogy has brought real-world experiences into the classroom(Flecky & Gitlow, 2011). Considering... [ view full abstract ]

Background:
Based on Dewey’s philosophies of democracy, social justice, reciprocity and social inclusion, service-learning pedagogy has brought real-world experiences into the classroom(Flecky & Gitlow, 2011). Considering this, first and second year occupational therapy students at one university engaged in a service-learning module with community partners as a part of their course. This study explores the outcomes of a service-learning environment for occupational therapy students and their community partners.

Method:
A parallel convergent mixed methods design was employed. Data was collected through pre- and post- surveys. In addition, focus groups were completed with the occupational therapy students and interviews were conducted with staff and community partners post module.
Results:
Pending results, it is hypothesised that;
• Occupational participation and integration into the university environment will increase due to opportunities for engagement with college facilities
• A perceived increase in occupational performance
• The attainment of course goals


Conclusion:
According to the literature, service-learning provides many academic and non-academic benefits to its stakeholders, including social inclusion, personal and professional development and occupational participation. It is hypothesised that all of these benefits culminate into an experience of occupational enrichment.

Application to Practice:
Service-learning is often used in occupational therapy education but benefits to community partners are rarely examined. As many colleges are now driven by policies of social inclusion and community service, a service-learning module could be a method to realise these strategic aims.



Flecky, K. & Gitlow, L. (2011), Service–learning in occupational therapy education: Philosophy and practice. London, UK: Jones Bartlett.