Service-Learning in Undergraduate Medical Education: Critical Thinking, Communication and Citizenship

By Jamie Burriss

Ongoing budget cuts and decreased government funding has resulted in elevated accountability for publicly-funded colleges and universities. Preparing graduates who will be successful in the workforce requires dedication in developing students who are critical thinkers and engaged citizens. As a response to such trends, service-learning has become increasingly popular in all aspects of education spanning from public health and social work to engineering and economics (Sedlack et al., 2010; Seifer, 1998).

While many definitions of service learning are in print, they generally encompass the principles of collaboration with the community, opportunities for critical reflection, and a balance of academic learning objectives and service contributions (Maudsley & Strivens, 2000; Sedlack et al., 2010; Seifer, 1998). Collectively, this ideology produces unparalleled experiences in comparison with the traditional classroom setting.

A plethora of encouraging outcomes are correlated to learning through service, which include the advancement of critical thinking skills, leadership development, social awareness, and continued civic engagement (Sternberger et al., 2005). When shifting the focus toward medical students, additional positive outcomes have been noted. The development of solid patient-communication skills and gaining a deeper understanding medical care with regard to financial, social and ethical aspects are some of the major benefits (Seifer, 1998).

For the purpose of this article, I will concentrate on the three C’s which are specifically beneficial to medical students who encounter service-learning as part of their educational curriculum. The three C’s include critical thinking, communication, and citizenship skills.

Critical Thinking Skills. The development of critical thinking skills is a necessity for any profession, particularly in the field of medicine. Service-learning enhances this ability through the process of reflection and problem-solving, lending way to problem-based learning in undergraduate medical education (Maudsley & Strivens, 2000).

While service alone does not ensure learning, the process of reflection cultivates critical thinking skills. A review of literature recommends a reflective component such as journaling or blogging throughout the service-learning course, which encourages analysis of critical-thinking dimensions including elements of reasoning, abilities of reasoning, and traits of reasoning (Sedlack et al., 2010; Sternberger et al., 2005; Cashman & Seifer, 2008).

Communication Skills. Developing the ability to communicate effectively with patients is essential for medical students who desire to be successful in their chosen careers. Because they will inevitably encounter individuals from various cultural and socio-economic backgrounds, learning to convey information to patients in a respectful manner is vastly important. Through service-learning, medical students can focus on the verbal and non-verbal aspects of communication in dealing with diverse populations (Cashman & Seifer, 2008). Additionally, increased levels of confidence and self-esteem have been noted as a consequence of this type of interaction (Sedlack et al., 2010). Through this type of learning, medical students connect with dissimilar individuals, which is often unachievable via traditional medical curriculum.

Citizenship Skills. Immersing medical students into their communities, whether locally, nationally, or internationally, helps them to experience the needs of fellow citizens. In turn, the meaning and significance behind the student’s education is intensified. As a primary focus of the curriculum, service-learning concentrates on bettering the quality of life for others by highlighting issues of concern and addressing them through social change (Seifer, 1998; Cashman & Seifer, 2008). Such experiences then prove beneficial for all stakeholders involved including students, faculty, community partners, community members, and the academic institution.

Conclusion and Recommendations

As for the future of service-learning, many advances are being made by universities across the world to integrate service-learning curricula into missions and course objectives (Sternberger et al., 2005). Though this type of education is judicious to implement, the benefits clearly outweigh the initial investment of time and resources. Further research should be conducted to follow medical students upon complete of their undergraduate medical education to track their commitment to civic engagement.