Required Service Learning for Medical Students: Program Description and Student Response

Abstract

Background: Medical schools are in the process of examining their roles in training and preparing medical students for the changing world of health care. Many institutions are searching for ways to help promote positive relations between medical schools and the communities they serve. A form of experiential pedagogy called service learning is one way to accomplish such goals.

Description: Tulane University School of Medicine implemented a required 20 hr of service learning for freshman medical students as part of an interdisciplinary longitudinal course, Foundations in Medicine.

Evaluation: Community service hours and projects performed were tabulated over 3 years. A qualitative description of student feedback was undertaken.

Conclusion: The program demonstrates that requiring service learning is acceptable to students, the medical school, and the community. The results show that required service learning has at least a short-term beneficial impact on students.