Community-based education and service : the HPSISN experience : Community-campus partnerships.
Health services delivery is increasingly shifting to community-based settings.
The competencies required of future health professionals require a shift in their educational preparation.
Service learning is suggested as an educational method with the potential to reform health professions education in tandem with the changes occurring in the health services delivery.
The Health Professions Schools in Service to the Nation Program (HPSISN), a US demonstration project of service learning in the health professions, examines the impact of service learning on students, faculty, communities and institutions across a wide array of universities and community settings.
This paper describes the evaluation of the HPSISN program, including the evaluation model, key study questions, findings and lessons learned.
The HPSISN evaluation was designed to assess the effectiveness of service learning as a pedagogy in health professions education and describe the impact of service learning activities through university-community partnerships.
The evaluation model was built upon a case study approach first developed for assessment of service learning courses at Portland State University and honors the participants'commitment to mutually beneficial community partnerships.
The findings illustrate the implications of service learning in the health professions and the lessons learned for education and evaluation.
Mots-clés Pascal : Formation professionnelle, Enseignement supérieur, Personnel sanitaire, Evaluation, Santé communautaire, Homme, Communauté, Université, Coopération, Etats Unis, Amérique du Nord, Amérique, Pratique professionnelle, Stage
Mots-clés Pascal anglais : Occupational training, Graduate level education, Health staff, Evaluation, Community health, Human, Community, University, Cooperation, United States, North America, America, Professional practice
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 98-0429930
Code Inist : 002B30A09. Création : 25/01/1999.