Mihalynuk T V, Soule Odegard P, Kang R, Kedzierski M, Johnson Crowley N
Alberta Cancer Board, Calgary, AB, Canada.
Educ Health (Abingdon). 2007 Nov;20(3):92. Epub 2007 Nov 22.
Service-learning programs are reported to benefit students, faculty, higher education institutions, community agencies and the relationships among these groups. An interprofessional service-learning paradigm may strengthen these benefits. Community settings can expose students to social and cultural determinants of health, in addition to those biomedical determinants more commonly addressed in health sciences curricula. These experiences can also enhance student understanding of the complexities underlying treatment and prevention of modern health problems, particularly chronic diseases.
The purpose of this initiative was to create and deliver interprofessional service-learning innovations that would enhance student learning and addictions recovery. To address this initiative, the University of Washington's Health Science Partnerships in Interdisciplinary Clinical Education (HSPICE) and the Salvation Army Adult Rehabilitation Center (ARC) began a community-campus partnership in 1997. Innovations took into account student educational objectives established by HSPICE which included: participation in interdisciplinary teams, in conjunction with community partners to identify and reduce population-based health issues, realization and articulation of biases regarding issues faced by the participating community, acquiring an understanding of the broader determinants of health and developing an understanding of why the complexity of population health requires interdisciplinary strategies for cost effectiveness.
Findings are reported from evaluations, needs assessments and ongoing feedback of men recovering from addictions, as applied to health education materials and presentations developed for the ARC. Future directions are highlighted, including the need for further research and evaluation efforts aimed at rigorously assessing cost savings and student knowledge, skills and cultural sensitivity, among others.
据报道，服务学习项目对学生、教师、高等教育机构、社区机构以及这些群体之间的关系有益。跨专业服务学习模式可能会强化这些益处。社区环境除了能让学生接触到健康科学课程中更常涉及的生物医学决定因素外，还能让他们接触到健康的社会和文化决定因素。这些经历还能增强学生对现代健康问题（尤其是慢性病）治疗和预防背后复杂性的理解。
该倡议的目的是创建并提供跨专业服务学习创新项目，以增强学生学习效果和促进成瘾康复。为落实该倡议，华盛顿大学跨学科临床教育健康科学合作项目（HSPICE）和救世军成人康复中心（ARC）于1997年建立了社区 - 校园合作关系。创新项目考虑了HSPICE设定的学生教育目标，这些目标包括：参与跨学科团队，与社区合作伙伴共同识别并减少基于人群的健康问题，认识并阐明对参与社区所面临问题的偏见，理解更广泛的健康决定因素，以及理解为何人群健康的复杂性需要跨学科策略来实现成本效益。
报告了针对ARC开发的健康教育材料和演示文稿，对从成瘾中康复的男性进行评估、需求评估及持续反馈的结果。强调了未来的方向，包括需要进一步开展研究和评估工作，以严格评估成本节约情况以及学生的知识、技能和文化敏感性等。
