Pharm 439: Community Service Outreach

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Pharm 439 Community Service Outreach

• Karan Dawson, Ph.D., R.Ph.
• John Perkins, Ph.D.School of PharmacyMichaelann
  e JundtCarlson Center.

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Service Learning What Is It?

• A structured learning experience which combines
  community service with preparation and
  reflection. Students participating in
  service-learning activities are not only expected
  to provide direct community service but also to
  learn about the context in which the service is
  provided, and to understand the connection
  between the service, their academic course work,
  and their role as a professional and citizen.
  (Seifer, 1997, 2001).

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Benefits of Service Learning

• Challenge personal and social assumption, values,
  beliefs
• Develop deliberative, collaborative, and
  leadership skills
• Consider civic, moral, ethical implications of
  the applications of knowledge in professional and
  civic life
• Connect academic content with hands-on experience
  by exploring community related opportunities
• Increase self-efficacy and analytical skills

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Stated Course Objectives

• Engage in community based service as preparation
  for becoming a culturally competent change agent
• Participate in community activities directed
  toward solving current public health problems
• Identify quality of life issues, relating these
  issues appropriately to pharmaceutical care
• Explore behaviors and values of professionalism
• Observe root causes of illness and disability
• Promote health and pharmacy practice

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Unstated Course Objectives

• Meet faculty and other practitioners as a means
  to develop supportive professional relationships
• Practice reflective thinking
• Develop professional artistry

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Roles and Responsibilities

• Participation in service learning commits you to
• Representing the UW, the School of Pharmacy, the
  profession of pharmacy, and yourself as a
  responsible, dynamic, professional person
• Fulfill the hours and schedule determined by the
  organization

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Site Evaluation Criteria of Students

• Made an effort to learn
• Showed responsibility
• Met expected performance levels
• Suited to task
• Acted as a contributor
• Showed interest
• Exhibited professionalism
• Contacted the site within a week of placement

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Reflective Thinking Defined

• Active, persistent and careful consideration
  of any belief or supposed form of knowledge in
  light of the grounds that support it.
• John Dewey

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Reflective thinkers need to be

• willing to explore
• curious
• assertive
• risk takers
• In order to gain self-awareness, self-knowledge,
  and new understandings of the world.

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Why Be Reflective?

• To achieve professional artistry (Schon, 1987).
• Ability to cope with contradictions, paradoxes
  and dilemmas
• Expect the unexpected
• Willing and able to re-examine what s/he already
  knows
• Restructure strategies, or reframing the problem.
  
• Invent on-the-spot experiments to put new
  understandings to the test or to answer the
  puzzling questions that have arise from an event.

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Practice Reflection
If you have come to help me you can go home
again. But if you see my struggle as part of
your own survival, then perhaps we can work
together. Australian Aborigine woman

• What does this quote mean to you?
• How might this meaning relate to your future
• service learning experience?
• professional practice?

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Pharm 439Goals

• Explore processes and values that foster the
  development of pharmacy professionalism
• Practice using tools that help manage uncertainty
  and ambiguity

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Pharm 439Objectives

• Practice using selected qualitative research
  tools in the community
• Reflect on experiences at service learning (SL)
  sites including personal responses to situations,
  people, ideas, etc.
• Observe
• Value small group process
• Apply these tools to continuous professional
  development

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Pharm 439Objectives

• Develop small group facilitation and
  participation skills (use the forms)
• Practice using selected qualitative research
  tools in the community
• Apply critical thinking to life situations
  especially as encountered in service learning and
  small group activities (Use Miniature Guide).

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Pharm 439Objectives

• Develop small group facilitation and
  participation skills (use the forms)
• Reflect on small group facilitation and
  participation experiences
• Discuss the 10 facilitation skills
• Discuss the 10 participation skills

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Pharm 439Objectives

• Apply critical thinking to life situations
  especially as encountered in service learning and
  small group activities (Use Miniature Guide).
• Practice critical thinking as a qualitative
  research tool
• Practice critical thinking in the small group
  process
• Apply critical thinking to pharmacy

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Pharmacy 439 FIRST CLASS SESSION 1/6/06

• Introduction Faculty, Agenda
• Getting Your SL Site Jundt (questions after
  class)
• Overview Course Goals, Student Responsibilities
  and Activities
• What is a Study Circle/What it is Not
• Small Group Processes
• How will small groups work (faculty coach, 15
  minute pre-post session meetings, etc.)
• Small Group Skills (facilitator and participant)

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Closing question

• Think a moment, then turn and share with one or
  two people One time in the coming week when you
  will participate in a small group and practice
  your small group skills.

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Pharmacy 439 FIRST CLASS SESSION 1/6/06

• Objectives By the end of this session
  participants will
• Explain process of getting SL sites
• List the goals for the class (qualitative
  research methods, community learning, critical
  thinking, small group skills).
• List student responsibilities and expected
  learning for the course