The journey of service-learning: Perspectives from medical imaging and therapeutic sciences students.

ABSTRACT

INTRODUCTION: South Africa (SA) is portrayed as a developing country facing many socio-economic challenges. Service-Learning (SL) is considered an integral part of work-integrated learning (WIL) whereby students are provided an opportunity to experience the real world of work by putting to practice the theory that they have been taught. In the context of this paper, SL is embedded in the undergraduate curriculum of medical imaging and therapeutic sciences (MITS) students in SA, in the form of a SL community project (SLCP). Similar projects permit students to engage with a variety of patient groups to better understand their future patients' bio-psycho-social environments for improved person-centred care practices. Although publications pertaining to students' lived experience of SL are available, no study has yet been conducted with MITS students and their experience of SL. The authors, therefore, aimed to explore the experience of MITS students in SA who successfully completed a SLCP. METHODS: A qualitative research design was employed with the use of purposive sampling. The study population included all registered MITS students at the research site who completed a SLCP. This study was undertaken using a phased approach, phase A a document analysis of reflective reports, phase B one-on-one semi-structured interviews and phase C the development of recommendations. Participation was voluntary and a reflexive thematic analysis technique was used to analyse the data. RESULTS: Three main themes were developed 1) challenges and barriers, 2) positive lecturer attributes and 3) positive project outcomes. Although the participants shared some of their challenges while engaged in SL, several positive outcomes were also highlighted which encouraged them to want to give back to their communities. The support received from their lecturer was highly recognised. Recommendations for educators that were developed included having regular check-in sessions, finding methods to develop a trusting relationship with the students and the consideration of an earlier introduction of SL in the curriculum. CONCLUSION: It is clear, from the findings of this study, that SL is able to bridge the gap between theoretical knowledge and practical application. Within the undergraduate curriculum of healthcare students, SL is considered a key instrument towards cultivating an enhanced sense of civic responsibility. Effective time management and finding sponsors were noted as critical for the successful completion of a SLCP. Personal- and professional growth was evident amongst the sampled participants and the importance of interdisciplinary learning was highlighted. Participants furthermore expressed their appreciation for the opportunity that SL provided them by being able to collaborate with, and learn from, other healthcare professionals.