Influence of International Service-Learning on DPT Student Professional Behavior Development

Autor/in	Alison Kreger
Titel	Influence of International Service-Learning on DPT Student Professional Behavior Development
Quelle	In: Journal of Service-Learning in Higher Education, 19 (2024), S. 5-23 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Forschungsbericht; Service Learning; Student Behavior; Professional Development; Individual Development; Doctoral Programs; Physical Therapy; Allied Health Occupations Education; Self Evaluation (Individuals); International Programs; Values; Scores + Suchen Sie Ihr Suchwort? Service-Learning; Student behaviour; Schülerverhalten; Individuelle Entwicklung; Doktorandenprogramm; Physiotherapie; Wertbegriff
Abstract	Service-learning is a form of experiential-learning being incorporated into many academic programs to enable students to practice skills learned in class while providing a service to communities in need. Being able to justify the implementation of service-learning experiences can be a challenge. Some benefits include increased awareness of global health, development of comparing and compassion for the community and patients, development of critical and clinical thinking, and practice of skills learned. This study assessed Core Value Self-Assessment of students from a cohort of entry level Doctor of Physical Therapy students who had a mix of participation in service-learning (local, regional, and international). It was hypothesized that students who participated in international service-learning experiences would score higher on the Core Value Self-Assessment tool (total score and each individual core value). One-Way ANOVAs were used to assess the data. Results found that international service-learning participants scored highest in social responsibility. The results were not statistically significant. Participation in service-learning is an option to consider for experiential learning to help develop professional behavior. Future research could consider Core Value Self-Assessment pre and post service-learning experience to consider more causative relationship between service-learning and Core Value Self-Assessment changes. (As Provided).
Anmerkungen	University of Louisiana System. 1201 North Third Street Suite 7-300. Baton Rouge, LA 70802. Tel: 337-482-1015; Fax: 337-482-5374; e-mail: service@louisiana.edu; Web site: http://journals.sfu.ca/jslhe/index.php/jslhe
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06