Service Learning in Dental and Dental Hygiene Education
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-learning is known by many, widely varying definitions which take into consideration the reciprocal needs of the student and community, bridging academic theory with community service and instilling civic responsibility. Service combined with learning adds value to each and transforms both. Service-learning must be an academic activity: it can be course-based, competency-based, or a structured volunteer experience. In dental education the most obvious community locations are community health center dental clinics, hospital dental clinics, and private offices in areas designated as dental health professions shortage areas (DHPSA). Most importantly, service-learning occurs only when both the providers and the recipients of the service benefit from the activities. Although service-learning is now a major national movement, it is still catching on as a new approach in education. Kim Isringhausen will provide a framework for service-learning in dental and dental hygiene education in which planning, implementation and evaluation can be built.
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Service Learning in Dental and Dental Hygiene Education
- 1. Service-Learning in Preceptorships Kim T. Isringhausen, BSDH, RDH, MPH Director, Division of Dental Hygiene & Preceptorship Programs, VCU School of Dentistry
- 2. “ What we have to learn to do, we learn by doing.” Aristotle
- 22. Focus Groups
Notes de l'éditeur
- Experiential education is a basic feature of preparing dental professionals. Dental and dental hygiene students master clinical skills through the experience of providing services for patients in dental school clinics with direct supervision in combination with didactic instruction. Experiential learning is the process of making meaning from direct experience. Aristotle once said<
- “ For things we have to learn before we can do them, we learn by doing them.” So, what is so bad about experiential learning? Experiential learning focuses on the learning process for the individual. Experiential education, on the other hand, focuses on the transactive process between teacher and learner. However, it is not that simple:
- For the adult learner especially, experience becomes a “living textbook” to which they can refer. However, experiential learning can often lead to mis-educative experiences. In other words, experiences do not automatically equate learning. The classic example of this is the lecture experience many students have in formal educational settings. While the content of the course might be Dental Materials the experiential learning becomes “I hate dental materials.” Preferably, the student should have learned, “I hate lectures.” Experiential learning therefore can be problematic as generalizations or meanings may be misapplied. In order to gain genuine knowledge from an experience, certain abilities are required:
- That is not to say that experiential learning can’t be a highly effective educational method. It must be used in the right context; as mentioned previously and employ the whole learning wheel (which we will talk about shortly). One approach to experiential learning is a service-oriented education program like the preceptorship programs as they were first organized. By definition community service is an act by a person that benefits the local community. People become involved in community service for many reasons: for some, serving community is an altruistic act, for others it is a punishment. Community service is a tool that is intended both to strengthen peoples’ senses of civic engagement and nationalism and to help them achieve their educational, developmental and social goals. Community service is often a requirement for advancement (Boy/Girl Scouts, High School Graduation), a condition of participation (enrollment in school or sports team) or a requirement for entry into college. Community service is also used as an alternative sentencing for those convicted of crimes With community service, the primary focus is in meeting agency/community needs.
- As a teaching methodology, service learning falls under the philosophy of experiential education. For experiential learning to be truly effective, it should employ the whole learning wheel from goal setting, to experimenting and observing to reviewing and finally action planning. Service learning integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, encourage lifelong civic engagement, and strengthen communities for the common good. Service learning is known by many, widely varying definitions.
- The National and Community service Act of 1990, which authorized the Learn and Serve America grant
- Several definitions of service learning have emerged, which take into consideration the reciprocal needs of the student and community, bridging academic theory with community service, and instilling civic responsibility through a reflective component.
- Service learning focuses equally on learning and service as well as equal benefits for the student and the recipient.
- While several frameworks for structuring service-learning in dental and dental hygiene curricula have been proposed, there are key components that distinguish it in the following ways: Curricular Connection – service combined with learning adds value to each and transforms both. Can be course-based, competency-based, or a structured volunteer experience. Sustained Community Partnerships – emphasis is placed on developing high-quality, equal, ongoing relationships with selected community partners. If there are voids in representation of certain types of disabilities or cultural groups, it may be advantageous to recruit community partners that serve those populations.
- Guided Reflection – fosters the exploration and clarification of complex social issues and personal values. Can occur in a variety of times, locations, and forms, but needs to be continuous, contextual, challenging and connected. Community Needs
- Evaluation takes place throughout the process and includes not only students but community partner agency mentors, participating faculty. .