King Mari P, Anson Denis, Kahanov Leamor
Radiol Technol. 2019 Nov;91(2):126-139.
To investigate faculty integration of service-learning into radiologic science curricula and its effects on faculty and students.
An online survey was distributed to radiologic science faculty to assess the status of service-learning in radiologic science education. Invitations were sent to 2351 faculty in diagnostic medical sonography, nuclear medicine technology, radiation therapy, and radiography programs. Quantitative analysis using descriptive statistics was performed on the raw data, and mind maps were created from responses to open-ended questions for qualitative analysis.
A total of 444 surveys were returned, for a 19% response rate. Faculty who incorporated service-learning into their courses reported outcomes of increased professionalism, leadership, career skills, empathy, and community awareness. Primary deterrents for integrating service-learning into curricula were lack of faculty and student time and logistical challenges.
The most profound professional benefits of service-learning reported were increased community awareness and relationships among faculty, community, and students. Faculty also indicated that service-learning improved professional effectiveness in terms of knowledge and application. Survey results indicated that service-learning provides students with experiences relevant to the environment they will encounter after graduation. Faculty who use service-learning reported additional benefits for themselves and their students, including having a richer understanding of the community and its members, which ultimately improves critical soft-skills of practice.
Faculty who use service-learning in their courses and those who plan to use it in the future reported that logistical management and institutional support in the form of release time (ie, counting course development time toward teaching load requirements) are of paramount importance. This type of support would help engage faculty in developing and maintaining service-learning coursework.
探讨放射科学教师将服务学习融入课程的情况及其对教师和学生的影响。
向放射科学教师发放在线调查问卷，以评估放射科学教育中服务学习的现状。向诊断医学超声、核医学技术、放射治疗和放射摄影专业的2351名教师发出邀请。对原始数据进行描述性统计的定量分析，并根据对开放式问题的回答创建思维导图进行定性分析。
共收回444份调查问卷，回复率为19%。将服务学习纳入课程的教师报告称，学生在专业素养、领导力、职业技能、同理心和社区意识方面有所提高。将服务学习纳入课程的主要障碍是教师和学生时间不足以及后勤方面的挑战。
报告的服务学习最显著的职业益处是增强了社区意识以及教师、社区和学生之间的关系。教师还表示，服务学习在知识和应用方面提高了专业效能。调查结果表明，服务学习为学生提供了与毕业后将遇到的环境相关的体验。使用服务学习的教师报告称，这对他们自己和学生还有其他益处，包括对社区及其成员有更深入的了解，这最终提高了关键的实践软技能。
在课程中使用服务学习的教师以及计划在未来使用服务学习的教师表示，以释放时间（即计算课程开发时间以满足教学工作量要求）形式提供的后勤管理和机构支持至关重要。这种支持将有助于教师参与开发和维护服务学习课程作业。
