Forti E M, White A W
South Carolina Geriatric Education Center, College of Health Professions Research Office, Medical University of South Carolina, Charleston 29425, USA.
J Health Adm Educ. 2001 Fall;19(4):403-15.
Service learning for students in the health professions can best be described as an educational methodology based on the collaboration between an academic discipline and a community agency to link student learning with community-based service. This paper describes a service-learning model in rural and medically underserved communities used in a master in health administration program in a rural Southern state. It presents the process, components, outcomes, and challenges. Over the past five years, 56 students completed 116 experiences involving internships, field projects, or special projects in rural and medically underserved communities. A total of 27 percent of our graduates who completed rural and medically underserved experiences accepted job positions in rural health care entities. Strategies utilized by this rural service-learning model include interdisciplinary team training, partnerships among rural and medically underserved community health care entities and academic institutions, faculty-preceptor retreats, and involvement in local community initiatives. These experiences prepare future health administrators to contribute in a meaningful way toward building an effective rural health care delivery system.
卫生专业学生的服务学习，最好描述为一种基于学术学科与社区机构合作的教育方法，旨在将学生学习与社区服务联系起来。本文描述了美国南部一个农村州的卫生管理硕士项目在农村和医疗服务不足社区中采用的一种服务学习模式。它介绍了该模式的过程、组成部分、成果和挑战。在过去五年中，56名学生在农村和医疗服务不足社区完成了116次实习、实地项目或特殊项目。在完成农村和医疗服务不足社区实习的毕业生中，共有27%在农村医疗保健机构接受了工作岗位。这种农村服务学习模式采用的策略包括跨学科团队培训、农村和医疗服务不足社区医疗保健实体与学术机构之间的伙伴关系、教师-指导教师务虚会以及参与当地社区倡议。这些经历使未来的卫生管理人员能够以有意义的方式为建立有效的农村医疗保健服务体系做出贡献。
