Effectiveness of custom seating and mobility services for individuals with disabilities in Guatemala.

The purpose of this study was to evaluate the effectiveness of custom seating and mobility services provided via an international service learning (ISL) model on the occupational performance of individuals with disabilities in Guatemala. A one-group prospective pretest-posttest design was implemented using the standardized Wheelchair Outcome Measure (WhOM - Spanish) administered on the day of wheelchair fitting, and at 3- and 6-month intervals after receiving seating and mobility services. A two-tailed t-test demonstrated a statistically significant (p < 0.001) improvement in satisfaction for in-home and out-of-home occupations for all participants (n = 71) at 3-months with a huge effect size (d > 2) and this improvement was maintained at the 6-month interval. The results were consistent for various areas of occupational performance (e.g. activities of daily living). The provision of customized seating and mobility services by occupational therapists through an ISL model demonstrated effectiveness at improving satisfaction with occupational performance for individuals with disabilities in Guatemala. Cultural humility, customization of equipment based on personal and environmental factors, inclusion of education and training, and collaboration with in-country partners were identified as contributors to positive outcomes.

Custom seating and mobility services provided by licensed occupational therapists via an international service learning (ISL) model demonstrated a significant improvement on the occupational performance of individuals with disabilities in Guatemala.The customization of equipment based on environmental and personal factors and the provision of education and training were identified as contributors to positive outcomes.Rehabilitation services delivered using an ISL model should be developed and implemented with cultural humility in collaboration with in-country partners.

Aprendizaje servicio virtual: prácticas profesionales de terapia ocupacional a través de la telesalud en contexto de confinamiento / Aprendizagem em serviço virtual: práticas profissionais de terapia ocupacional através da telessaúde no contexto do confinamento / Virtual service learning: professional practices of occupational therapy through telehealth in the context of confinement

El objetivo de este estudio es analizar los aportes y desafíos que se presentan en la formación y en la intervención cuando estudiantes de terapia ocupacional realizan su práctica profesional a través de la telesalud, durante el periodo de confinamiento por pandemia Covid-19. Se utiliza como enfoque metodológico una sistematización de experiencia de tipo cualitativa. Se produce la información por medio de cuatro grupos focales y diez entrevistas semiestructuradas. Se realiza un análisis del contenido temático. Se establecen cuatro temas: 1) vínculo terapéutico y Aprendizaje-Servicio por telesalud, 2) aprendizajes alcanzados por telesalud, 3) lo que no se aprende fácilmente por telesalud y 4) prácticas pedagógicas de apoyo al aprendizaje en telesalud. Esta modalidad se potenciaría si se cuenta con la tecnología adecuada, si las atenciones son frecuentes y si se prepara a los cuidadores-familiares para apoyar los procesos de atención.(AU)

The objective of this study is to analyze the contributions and challenges that arise in training and intervention when occupational therapy students carry out their professional practice through telehealth, during the period of confinement due to the Covid-19 pandemic. A qualitative systematization of experience is used as a methodological approach. The information is produced through four focus groups and ten semi-structured interviews. An analysis of the thematic content is carried out. Four themes are established: 1) therapeutic link and Service-Learning through telehealth, 2) learning achieved through telehealth, 3) what is not easily learned through telehealth and 4) pedagogical practices to support learning in telehealth. This modality would be enhanced if there is adequate technology if care is frequent and if family caregivers are prepared to support the care processes.(AU)

O objetivo deste estudo é analisar as contribuições e desafios que surgem na formação e intervenção quando os estudantes de terapia ocupacional realizam a sua prática profissional através da telessaúde, durante o período de confinamento devido à pandemia de Covid-19. Uma sistematização qualitativa da experiência é utilizada como abordagem metodológica. As informações são produzidas por meio de quatro grupos focais e dez entrevistas semiestruturadas. É realizada uma análise do conteúdo temático. São estabelecidos quatro temas: 1) vínculo terapêutico e aprendizagem-serviço por meio da telessaúde, 2) aprendizagem alcançada por meio da telessaúde, 3) o que não se aprende facilmente por meio da telessaúde e 4) práticas pedagógicas de apoio à aprendizagem em telessaúde. Essa modalidade seria potencializada se houvesse tecnologia adequada, se o cuidado fosse frequente e se os cuidadores familiares estivessem preparados para apoiar os processos de cuidado.(AU)

Transnational Solidarity Histories in International Service Learning: A Nicaraguan Case Study.

Background: Critical literature examining international service learning does not examine the historical formations or expectations and experiences of hosts in depth. Most studies focus on either a critical examination of colonial or imperial history or a wide analysis of host perceptions without the same critical attention to history. Purpose: The research reported in this article focuses on the experiences and histories of Nicaraguan hosts in international service learning. Methodology: The research includes a qualitative case study and draws on in-depth interviews with 21 Nicaraguan hosts. The research was conducted in 2014 and 2015 as a part of a larger study which also included volunteers. Findings: Nicaraguans who participated in international service learning did so with intentional outcomes that are shaped through Nicaraguan histories of transnational solidarity. This intentional participation meant that programming was cultivated with the hopes for politicized learning outcomes. Implications: International service learning is a complex and problematic pedagogy as has been well documented in the literature. Seeking to understand, however, the motivations and expectations of hosts as contextualized in their own historical formations, cultures and desires can provide alternative frameworks and imagining for international service learning practices.

Impacts of Prosthetic Innovation in Ecuador Study Abroad Course.

Biomedical engineering (BME) students typically have a schedule filled with specific course requirements, leaving little room for spending a semester studying abroad. We established a new short-term BME study abroad course, partnering with a non-profit healthcare organization that provides high-quality prosthetic care to underserved populations. This innovative study abroad course was met with great student demand. The impact of this short-term study abroad course is increased by developing year-long BME senior capstone design projects based on the needs identified throughout the experience in Ecuador. Shortly after the conclusion of spring semester, students and two BME faculty/staff traveled to Ecuador. During the work week, the students participated in small teams in patient evaluations, castings, fabrication of prosthetics, device fittings, rapid prototyping-testing iterations, and post-prosthesis gait training with physical therapy. Weekends included guided cultural activities. Each student maintained a journal that reflected observations and insights from these experiences. Upon return to the US, students that registered for an additional course credit created video reflection presentations and wrote project proposal reports based on the needs identified in Ecuador. The project proposal reports were used to develop a BME senior capstone design project. Pre and post course self-assessment surveys showed significant increases in five ABET learning outcomes, three BME learning outcomes, and four course-specific learning outcomes. Students who took the two-credit course reported significant increases in four more learning outcomes than students who took the one-credit course. Many students described the experience as inspiring and life-changing, and the program continues to run each summer.

VAL-U: Psychometric properties of a Values and Civic Attitudes Scale for University Students' Service-Learning.

The service-learning disciplines can offer a unique opportunity for civic development in university students, as there is a large body of research that links it to values and civic attitudes including a vast number of ecological issues and citizen variables. Moreover, one should bear in mind that these students are future generations that will face many pressing social and environmental issues. Given the need to develop instruments to measure the impact of a service-learning methodology in university students' values as well as civic attitudes, VAL-U is proposed. As the university can be considered a learning step prior to the professional field, the main objective of this study was to analyse the internal consistency and factor structure of the proposed VAL-U scale in the Spanish population. The scale confirmed acceptable psychometric properties. Furthermore, the results have shown high reliability and optimal goodness of fit. Promising results are offered to employ VAL-U as a valuable tool for assessing Values and Civic Attitudes Scale for Spanish-speaking University Students' Service-Learning.

VAL-U: Psychometric properties of a Values and Civic Attitudes Scale for University Students' Service-Learning

Abstract The service-learning disciplines can offer a unique opportunity for civic development in university students, as there is a large body of research that links it to values and civic attitudes including a vast number of ecological issues and citizen variables. Moreover, one should bear in mind that these students are future generations that will face many pressing social and environmental issues. Given the need to develop instruments to measure the impact of a service-learning methodology in university students' values as well as civic attitudes, VAL-U is proposed. As the university can be considered a learning step prior to the professional field, the main objective of this study was to analyse the internal consistency and factor structure of the proposed VAL-U scale in the Spanish population. The scale confirmed acceptable psychometric properties. Furthermore, the results have shown high reliability and optimal goodness of fit. Promising results are offered to employ VAL-U as a valuable tool for assessing Values and Civic Attitudes Scale for Spanish-speaking University Students' Service-Learning.

A Descriptive Analysis of the Experiences of Nursing Students Who Participated in an International Service-Learning Project in Haiti.

BACKGROUND: Studies have demonstrated multiple benefits of international service-learning experiences in nursing education. These benefits include personal and professional growth, increased cultural sensitivity, and increased self-efficacy. PURPOSE: The purpose of this project was to describe the experiences of nursing students engaged in an international service-learning experience in Haiti. METHOD: A descriptive qualitative outcomes evaluation project was utilized to understand student perceptions of this experience. Nine respondents were interviewed about their experiences that took place as part of a nursing capstone course offered at a private liberal arts university in the Midwest. Interview transcripts were analyzed by the authors for common themes. RESULTS: The six themes identified included: a desire for an international experience to better understand healthcare in a developing country; culture shock; context of poverty; excitement and a sense of "helping" amidst the chaos; feelings of increased confidence, independence, and competence; and personal and professional growth. Responses indicated students felt more confident in caring for individuals from other cultures as well as in basic nursing skills and interprofessional communication after this experience. Participants' narratives also indicated intent to serve vulnerable populations in the future. CONCLUSIONS: The nursing students perceived increased sociocultural understanding and self-efficacy following a 10-day international service-learning experience.

Proyecto de actividades de entrenamiento y formación en Culturismo: una experiencia aprendizaje-servicio / Projecto de atividades de treinamento e educação em musculação: uma experiência de serviço-aprendizagem / Bodybuilding training and formation activities project: a service-learning experience

RESUMEN Las universidades como espacio de formación humana están llamadas a brindar un servicio social a las comunidades a través de proyectos de vinculación, en la cual se articulen sus asignaturas por medio de la metodología aprendizaje servicio, lo que involucrará al estudiante al contexto real y al servicio social con su quehacer académico. El objetivo de este estudio consistió en evaluar la aplicación de los contenidos de la asignatura Cátedra Dual por medio de la metodología de enseñanza aprendizaje servicio, en el proyecto de vinculación con la sociedad llamado Agrupación de actividades de entrenamiento y formación en el culturismo de la Facultad de Cultura Física de la Universidad Central de Ecuador y los resultados de la percepción de los beneficiarios en los componentes espacio físico y recursos, actividades, y grado de satisfacción del proyecto. El estudio fue hermenéutico y documental. Se aplicaron dos técnicas: el análisis documental, instrumento de matriz de involucrados, y la encuesta con un banco de 11 preguntas con escala valorativa, aplicadas a 168 beneficiarios del proyecto basada en tres componentes: el espacio físico, recursos, actividades y grado de satisfacción. Se puede decir que se han podido consolidar los aprendizajes de los estudiantes en cada una de las actividades desarrolladas en el proyecto, además el proceso de evaluación ha tenido una muy buena acepción por parte de los beneficiados, destacando la valía de la metodología aprendizaje servicio en la formación de los estudiantes y su vinculación al servicio social.

RESUMO As universidades como espaços de formação humana são chamadas a fornecer serviço social às comunidades, através de projetos de proximidade, nos quais as suas disciplinas são articuladas através da metodologia-serviço-aprendizagem, que envolverá o estudante no contexto real, ao serviço social com o seu trabalho académico. O objectivo deste estudo foi avaliar a aplicação dos conteúdos da disciplina Cátedra Dual através da metodologia ensino-aprendizagem-serviço, no Projecto de ligação com a sociedade, denominado Agrupamento de atividades de formação e educação na musculação, da Faculdade de Cultura Física da Universidade Central do Equador e os resultados da percepção dos beneficiários nas componentes espaço físico e recursos, atividades e grau de satisfação do projeto. O estudo foi hermenêutico e documental, foram aplicadas duas técnicas: a análise documental e um instrumento da matriz de envolvidos e o inquérito com um banco de 11 questões com escala de valor, aplicado a 168 beneficiários do projecto, com base em três componentes que foram o espaço físico e os recursos, as atividades e o grau de satisfação. Pode-se dizer que tem sido possível consolidar a aprendizagem dos estudantes em cada uma das atividades desenvolvidas no projeto, além disso, o processo de avaliação tem tido uma aceitação muito favorável por parte dos beneficiários, realçando o valor da metodologia de service-learning na formação dos estudantes e a sua ligação ao serviço social.

ABSTRACT Universities as a space for human formation are called to provide social service to the communities through linkage projects, in which their subjects are articulated through the service learning methodology, which will involve students in the real context and social service with their academic work. The objective of this study was to evaluate the application of the contents of the subject Dual Chair through the service learning methodology, in the project of linkage with society called Grouping of training and formation activities in bodybuilding of the Faculty of Physical Culture of the Central University of Ecuador and the results of the perception of the beneficiaries in the components of physical space and resources, activities, and degree of satisfaction of the project. The study was hermeneutic and documentary. Two techniques were applied: documentary analysis, a stakeholder matrix instrument, and a survey with a bank of 11 questions with a rating scale, applied to 168 beneficiaries of the project based on three components: physical space, resources, activities and degree of satisfaction. It can be said that it has been possible to consolidate the learning of the students in each of the activities developed in the project, in addition the evaluation process has been very well accepted by the beneficiaries, highlighting the value of the service learning methodology in the formation of the students and their link to social service.

Fostering Inter-Professional Education through Service Learning: The Belize Experience.

Service-learning and interprofessional education are forms of experiential learning that instill confidence in students. This pilot study used a post-service learning survey to explore the benefits of interprofessional education in a service-learning experience with students. Findings indicated that this service-learning experience contributed to the development of cultural awareness, and professional skills, as well as increased team attitudes and perceptions related to the respective roles of occupational and physical therapy students. The following report describes students' perspectives and satisfaction concerning professional development, interprofessional education, and cultural awareness utilizing quantitative and qualitative descriptors.

Service-Learning in undergraduate dental education: Professional competence for clinical decision-making.

OBJECTIVES: The objective of the present study was to evaluate a Service-Learning activity in a dental education programme and the clinical decision-making in the development of professional competence of undergraduate dental students. METHODS: The study consisted of a single holistic case study that involved quantitative and qualitative analyses. A total of 246 last-semester students from a School of Dentistry in southern Brazil, between the years of 2013 and 2016, answered an anonymous online questionnaire with open- and closed-ended questions (5-point Likert scale). Two thematic axes were analysed: structural and pedagogical evaluation of the internship experience and development of professional competences (theory of Ergology). The SPSS program (16.0) was used to obtain means and standard deviations for a descriptive analysis of the data. Content analysis was performed for the qualitative data. RESULTS: The scores ranged from neutral to positive concerning pedagogical dynamics (mean scores between 3.08 and 3.82). The preceptors were evaluated with the best mean score (3.82). All the components used to assess professional competences obtained positive scores with the exception of teamwork (2.95). Adaptations to the clinical protocols learned in class were made by 44% of the students. CONCLUSIONS: The data showed that undergraduate dental students in the Service-Learning programme acquire competencies for clinical decision-making under unusual reality conditions. Adaptation of protocols was not related to less or greater knowledge of the protocols, which would be a negative condition, but to the students' ability to formulate connections between scientific knowledge and the clinical practice.

International fieldwork in the age of global aging: fostering intercultural competence through student research and service provision in a residential care facility for older Guatemalans.

Representing one model of global aging education, international gerontological fieldwork placements provide opportunities to gain firsthand knowledge of the impact of cultural contexts both on the experience of aging and the provision of eldercare. The gerontology component of the NAPA (National Association for the Practice of Anthropology)-OT Field School in Antigua, Guatemala fostered intercultural competence through student engagement in eldercare research and service provision in a residential care facility for older Guatemalans. Field trips to additional medical and gerontological care settings expanded students' perspectives of Guatemalan health and aging networks. The process of implementing the international gerontological fieldwork model and issues involved in its day-to-day enactment are described, including the development and initial year of the program, its underlying theoretical framework of social and occupational justice, the challenges involved, the trajectory of student involvement in the facility, social dynamics among students and residents, and the final outcomes of our work.

Em busca da definição contemporânea de "ligas acadêmicas" baseada na experiência das ciências da saúde / A la búsqueda de la definición contemporánea de "ligas académicas" basada en la experiencia del área de la salud / In search of the contemporary definition of "academic leagues" based on the health sciences' experience

Este estudo buscou uma definição contemporânea de Ligas Acadêmicas, segundo a experiência de oito Ligas em duas universidades públicas com campus no interior do estado do Ceará. As Ligas estavam igualmente divididas entre os cursos de graduação em Enfermagem e em Medicina. A coleta de dados ocorreu em documentos, entrevistas e observações e, posteriormente, foi realizada análise de conteúdo. Foram evidenciados, de um lado, os riscos da adesão a práticas assistencialistas e ao especialismo corporativo; e, de outro, o protagonismo estudantil e as interações entre ensino, pesquisa e extensão. Sugere-se como definição de Ligas que elas correspondem a coletivos estudantis configurados como programa regular longitudinal de extensão universitária, efetivadas mediante supervisão docente direta e indireta, sob apoio intelectual e prático da universidade e da rede de serviços de saúde, estando orientadas à aprendizagem e ao desenvolvimento profissional em torno de um tema específico previsto nas Diretrizes Curriculares Nacionais do(s) curso(s). (AU)

Este estudió buscó una definición contemporánea de Ligas Académicas según la experiencia de ocho Ligas en dos universidades públicas con campus en el interior del Estado de Ceará, región nordeste de Brasil. Las Ligas estaban igualmente divididas entre los cursos de graduación de enfermería y en medicina. La colecta de datos se realizó mediante documentos, entrevistas y observaciones y, posteriormente, se realizó el Análisis de Contenido. Por un lado, se pusieron en evidencia, los riesgos de la adhesión a prácticas asistencialistas y el especialismo corporativo; por otro, el protagonismo estudiantil y las interacciones entre enseñanza, investigación y extensión. Se sugiere como definición de Ligas que éstas correspondan a grupos de estudiantes configurados como un programa regular longitudinal de extensión universitaria, efectuado a través de la supervisión directa e indirecta del profesorado, bajo el apoyo intelectual y práctico de la universidad y de la red de servicios de salud, estando orientadas al aprendizaje y desarrollo profesional en torno a un tema específico previsto en las Directrices Curriculares Nacionales de la(s) asignatura(s). (AU)

This study sought a contemporary definition of 'academic leagues', based on the experience of 8 ALs in 2 public universities that have campuses in the countryside of the State of Ceará, Brazil. The ALs were equally divided between the undergraduate courses in Nursing and Medicine. Data collection took place in documents, interviews, and field observation and, subsequently, the data obtained underwent content analysis. On the one hand, the risks of adhering to clinical practices and corporate specialism have been shown; on the other hand, student protagonism and the interactions between university teaching, research, and outreach have been as well. The suggested definition of ALs is that they: a) correspond to student groups configured as a regular and longitudinal university outreach program; b) are carried out through direct and indirect professor oversight, relying on intellectual and practical support from the university and the health service network; and c) are oriented towards professional learning and growth around a specific theme provided for in the Brazilian National Curriculum Guidelines for the respective courses. (AU)

The Impact of Service Learning on Associate Degree Nursing Students' Cultural Competence.

Associate's Degree in Nursing (ADN) programs rarely offer international service learning experiences. A project involving an ADN program in a southwestern U.S. border city and a care facility in a nearby city in Mexico was initiated to address cultural competence. The purpose of this study was to assess the impact of an international service learning experience on ADN students' cultural competence as measured by pre- and post-scores on the student version of the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV). Twenty third-semester ADN students participated in a 1-day cross-border international experience. Descriptive statistics provided summaries about the participants and their IAPCC-SV scores. Results indicated a positive effect between participating in an international service learning experience and increased levels of cultural competence. Increasing ADN students' cultural competence through international service learning may help reduce health care disparities among different cultures, promote care that enhances communication between nurses and patients, and build upon therapeutic relationships. International service learning provides ADN students the opportunity to incorporate classroom learning into their care of populations living within diverse communities.

Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting.

In the context of the 2016 Peace Agreement signed between the Colombian government and the FARC-EP (Fuerzas Armadas Revolucionarias de Colombia-Ejército del Pueblo), several challenges for society and academia have emerged: (1) overcoming the gap between the rural and urban settings, which has been one of the roots of the Colombian armed conflict, and (2) training psychologists and transforming traditional educational practices, which have not been designed to fulfill community needs in a post-conflict setting. One of the strategies from academia to overcome these difficulties is to create alliances with rural communities where students learn key competences to foster a horizontal approach while actively working with the community. In the region of Caquetá, Colombia, two Territorial Spaces for Training and Reincorporation (ETCR) were created in order to provide a space for former guerrilla members' reintegration to civil society. In the ETCR Héctor Ramírez, 27 students and two faculty participated in a service-learning project (2 weeks in December 2018 and two in June 2019) where they engaged in local daily practices and social projects based on the community's prioritized needs. The aim of this study was to analyze the learning process of undergraduate psychology students in this community psychology service-learning project in the context of peacebuilding in Colombia. This study is grounded in a Participatory Action Research (PAR) approach and data collected include reflective narratives and video diaries by students before and during the course, and two focus groups after the experience. Findings suggest that students who participated in the experience are in the process of developing cultural humility, through affective understandings and the consolidation of communities of practice that include the former guerrilla members and their knowledges. Preparing psychologists to lead peacebuilding and reconciliation processes is of importance to the field because the professional competencies gained in this context surpass the professional practice as they become part of the students' abilities as citizens. The social impact is twofold: the students learn to create partnerships where purposes are co-constructed and trust-based, while the community takes the lead of their processes creating alliances with an academia that recognizes their knowledge and practices.

Avanzando metas de desarrollo sostenible mediante el aprendizaje del servicio de salud pública / Advancing Sustainable Development Goals Through Public Health Service Learning

Objetivo: Discutir el desarrollo y la implementación de una experiencia de aprendizaje de servicio diseñada para mejorar el estado de salud de las poblaciones vulnerables en un país de ingresos medios a través de la implementación de programas basados ​​en la ciencia diseñados para abordar las "Diez amenazas a la salud global" de la Organización Mundial de la Salud. "Métodos: describe el desarrollo pragmático de una experiencia de aprendizaje de servicio diseñada para proporcionar experiencias prácticas a los estudiantes de medicina y salud pública a medida que se convierten en profesionales en países de ingresos medios altos y bajos. Resultados: "Explorando los determinantes sociales globales de la salud en la República Dominicana", originalmente diseñado como una experiencia de observación de los determinantes sociales de la salud, se ha convertido en una experiencia de aprendizaje experimental diseñada para ayudar a los estudiantes en la aplicación de su conocimiento y experiencia en salud pública. Conclusión: Los profesionales de la salud pública, incluidos los que están en capacitación, tienen la responsabilidad de implementar acciones diseñadas para mejorar el estado de salud de las poblaciones de todo el mundo. Los programas de servicio de aprendizaje como "Explorando los determinantes sociales globales de la salud en la República Dominicana" brindan esas oportunidades prácticas.

Objective: To discuss the development and implementation of a service learning experience designed to improve the health status of vulnerable populations in a middle-income country through the implementation of science-based programs designed to address the World Health Organization's "Ten Threats to Global Health." Methods: Describes the pragmatic development of a service learning experience designed to provide hands-on experiences to public health and medical students as they develop into professionals in high-middle-and low-income countries. Results: "Exploring Global Social Determinants of Health in the Dominican Republic," originally designed as an observational experience of social determinants of health, has evolved into an experiential learning experience designed to assist students in the application of their public health knowledge and experience. Conclusion: Public health professionals, including those in training, have a responsibility to implement actions designed to improve the health status of populations around the world. Service learning programs such as "Exploring Global Social Determinants of Health in the Dominican Republic," provide those hands-on opportunities.

Student-reported value of a short-term service-learning trip to Nicaragua.

BACKGROUND: The purpose of this qualitative study was to assess the student-reported professional and personal value of a one-week service-learning trip to a Nicaraguan community. METHODS: Five pharmacy students who participated in a one-week service-learning trip to Jinotepe, Nicaragua were invited to participate in this study. Individual, semi-structured interviews were conducted following the trip. RESULTS: A variety of themes and subthemes surfaced, demonstrating the student-reported professional and personal value of the short-term service-learning experience. While each pharmacy student was impacted differently, common themes demonstrated transformative pharmacy student learning. These themes included recognition that every individual has a unique story that is essential to understanding how to care properly for that individual; the benefit of establishing a relationship with a community to more effectively and compassionately serve them; the importance of determining community-specific needs to ensure that service provided is beneficial; and recognition that those who are served have wisdom to offer healthcare providers. CONCLUSIONS: Short-term service-learning opportunities can provide impactful learning for pharmacy students. Established service-learning visits with a consistent host site allow for deeper and more trusting relationships, resulting in the ability to respond to the needs and requests of the partner organization in developing communities and not impose agendas. Organizers of service-learning trips must cater to the needs of the developing community to ensure that the trip is effective in providing value to the host site rather than creating unnecessary burdens and unanticipated hardship.

Nursing Student Engagement in Cultural Humility Through Global Health Service Learning: An Interpretive Phenomenological Approach.

Introduction: This study explored how global health service learning supported nursing student engagement in the process of cultural humility and how it shaped student understanding of themselves and their ability to develop supportive intercultural relationships. Methods: Written reflections were collected from eight second-year students while on a 9-day practicum in a low-resource Caribbean country. Six students participated in posttrip interviews. Thematic analysis was used to illuminate the students' lived experience. Results: Four student themes emerged: (1) overcoming challenges, (2) opening our eyes, (3) seeing difference as a strength, and (4) learning with and from each other. While participants were inherently ethnocentric, the process of cultural humility curbed their sense of superiority and enabled the development of supportive intercultural relationships with their hosts. Discussion: This global health service learning was an effective strategy to enhance student nurses' learning about themselves and intercultural relationships and to develop the attributes of cultural humility.

Improvement of laboratory skills of Chemical and Civil Engineering students using an interdisciplinary service-learning project for water quality and supply assessment in low-income homes.

The University of Buenos Aires (UBA) develops the UBANEX program, focused on service-learning projects for students involving social, environmental and public health concerns. One of the proposals was a collaborative project between UBA and the National University of General Sarmiento. Based on the hypothesis that students' voluntary involvement in social concerns improves their attitudes towards themselves and learning, the aim was to focus on the development of social and professional skills by implementing an interdisciplinary work for water quality and supply assessment in low-income homes from a southern district of the Buenos Aires Metropolitan Area. Eighteen volunteers-Chemical and Civil Engineering students-were recruited during August-December 2016. Tasks were distributed according to their interests: survey making, sampling, lab analysis, infrastructure checking, etc. Volunteers were surveyed in social involvement, lab skills, data compilation and analysis, leading to a final report with recommendations for a proper water use. The survey results compiled their feedback: 72% admitted an update on water quality problems, 60% learned new lab techniques and were able to analyze results, 89% supported the University's involvement in social concerns and 56% expanded their opinion about the professional field. The students confirmed their interest in participating in the next UBANEX project.

Diseño, implementación y evaluación de la metodología aprendizaje servicio en la carrera de fonoaudiología / Design, implementation and evaluation of the learning methodology Phonoaudiology career service

Introducción: el perfil de egreso de la carrera de Fonoaudiología de la Pontificia Universidad Católica de Chile (UC) compromete que los estudiantes desarrollen habilidades transversales esenciales para entregar un servicio de excelencia. Para este desarrollo, uno de los elementos claves es que los cursos utilicen metodologías activas con desafíos progresivos y monitoreados. Una de estas metodologías es Aprendizaje Servicio (A+S). El objetivo de este estudio es describir el diseño, implementación y evaluación de la metodología A+S en el plan de estudios de la carrera de Fonoaudiología. Método: en base al modelo UC de institucionalización de A+S y un proyecto de docencia institucional adjudicado, se definen habilidades transversales a desarrollar en los cursos. Se inicia el proceso de incorporación de la metodología a través de un piloto y se aplican encuestas institucionales para evaluar los resultados de la implementación. Resultados: se seleccionan cinco cursos para trabajar las habilidades transversales de compromiso social, trabajo en equipo, habilidades comunicativas, pensamiento crítico y resolución de problemas en 3 niveles de desempeño según la progresión curricular del estudiante. Los alumnos manifiestan una alta contribución de la metodología al proceso de enseñanza-aprendizaje, superando el 85 por ciento de aprobación en todos los cursos. El 100 por ciento de los profesores considera importante su incorporación en la malla curricular. Discusión: se logra adaptar e implementar un modelo de incorporación de la metodología A+S en la carrera de Fonoaudiología, lo que permite que los estudiantes tengan oportunidades de desarrollo de las habilidades transversales declaradas en el perfil de egreso, de manera organizada, monitoreada, y progresiva a lo largo del plan de estudios.(AU)

Background: the graduate profile of the Speech and Language Pathology program at the Pontificia Universidad Católica de Chile (UC)describes that students will develop essential transversal skills that will allow them to deliver excellent care as health professionals. Thisrequires the use of active learning methodologies in its courses, one of which is Service Learning (S+L). This study aims to describe the design, implementation and evaluation of S+L in the curriculum of Speech and Language Pathology program. Method: based on the UC model of implementation of S+L and an institutional teaching project grant, the transversal skills to be developed in each of the courses were defined. The process of incorporating the methodology began with a pilot. Institutional surveys were applied to evaluate the results of the implementation. Results: five courses were selected to work on the transversal skills of social commitment, teamwork,communication skills, critical thinking and problem-solving in 3 levels of performance according to the student's curricular progression. The students saw a high contribution of the methodology to the research process, surpassing the 85 percent approval in all the courses. 100 percent of teachers consider important to incorporate S + L into the curriculum. Discussion: it was possible to adapt and implement a model of incorporation of the S + L methodology in the Speech and Language Pathology career, which allows students to develop the transversal skills declared in the graduation profile, in an organized, monitored, and progressive way throughout the curriculum.(AU)

Shifting perspectives on pain management after an interprofessional international service learning experience: A qualitative assessment of pilot data.

Interprofessional education and international service learning (ISL) experiences are increasing in healthcare education and have the potential to broaden healthcare providers' strategies to manage patients' pain. After the addition of a physical therapy (PT) cohort to an existing interprofessional ISL, survey data was collected for program evaluation. Responses indicated altered ideation regarding the role of PT in pain management, and this theme was investigated further. Following two one-week interprofessional ISL experiences in Honduras in 2015 (Y1) and 2016 (Y2), participating students and preceptors in pharmacy, physician assistant and osteopathic medicine and Y1 PT preceptors were surveyed regarding their impressions of the PT cohort and the PT profession in general. Researchers performed thematic analysis to identify trends in responses, yielding three themes regarding PT's role in pain management: Patient Empowerment (46.2%), Management of Musculoskeletal Pain (42.3%), and Alternatives to Pharmacological Pain Management (11.5%). Results suggest that participating in an interprofessional ISL experience with a PT cohort encourages consideration of non-pharmacological methods to treat pain, including referral to PT to address musculoskeletal pain, and empowering patients to prevent or self-manage pain. These findings may be especially significant for under-resourced communities.