Learning Through Service: Discovering Through Action

Abstract: Serving the communities where we work is an essential goal for the Oakland University William Beaumont School of Medicine (OUWB) to fulfill its commitment to equity, inclusion, and diversity. Ensuring that our medical students are equipped to provide exceptional and culturally competent care through community engagement and service learning is one of our strategies to achieve this goal. The Compass Center for Community Engagement at OUWB is re-envisioning our Medical Student as Educator service-learning assignment to incorporate an anti-deficit framework/lens. The revitalized service-learning assignment entitled “Leading through Service Initiative (LTS),” is designed to engage our students in a series of training that prepares them for service-learning and community engagement efforts. The LTS Initiative will also provide faculty with innovative pedagogy approaches, educational tips, and discovery through action lunch and learn series. This expansion effort will enhance our existing practices and prepare students for inclusive engagement using asset-based/anti-deficit approaches that affect health, and produce future leaders who will address these fundamental challenges to patient and community well-being. Attendees at this session will learn about this initiative’s goals, objectives, projected outcomes and provide feedback and insight on evaluation methods (e.g., How might we incorporate narratives/lived experiences of marginalized individuals in the teaching and reflection activities?) and how this accessible service-learning approach can be customized on their respective campuses. This engaging session will also elicit practical tips on how to achieve success with community partners through intentional outreach strategies and on effective strategies to advance antiracism in similar organizations.

Narrative: Title: Learning Through Service: Discovering Through Action

Format of the roundtable: Topical Discussion

Statement of the purpose or goals of the project: Serving the communities where we work is an essential goal for the Oakland University William Beaumont School of Medicine (OUWB) to fulfill its commitment to equity, inclusion, and diversity. Ensuring that our medical students are equipped to provide exceptional and culturally competent care through community engagement and service learning is one of our strategies to achieve this goal. The Compass Center for Community Engagement at OUWB is re-envisioning our Medical Student as Educator service-learning assignment to incorporate an anti-deficit framework/lens. The revitalized service-learning assignment entitled “Leading through Service Initiative (LTS),” is designed to engage our students in a series of training that prepares them for service-learning and community engagement efforts. The LTS Initiative will also provide faculty with innovative pedagogy approaches, educational tips, and discovery through action lunch and learn series. This expansion effort will enhance our existing practices and prepare students for inclusive engagement using asset-based/anti-deficit approaches that affect health, and produce future leaders who will address these fundamental challenges to patient and community well-being. Attendees at this session will learn about this initiative’s goals, objectives, projected outcomes and provide feedback and insight on evaluation methods (e.g., How might we incorporate narratives/lived experiences of marginalized individuals in the teaching and reflection activities?) and how this accessible service-learning approach can be customized on their respective campuses. This engaging session will also elicit practical tips on how to achieve success with community partners through intentional outreach strategies and on effective strategies to advance antiracism in similar organizations.

Theoretical or conceptual foundation for the work: Asset-based/antideficit frameworks; intersectional framework, socio-cultural and experiential learning theories

Scholarly significance of the topic, including the particular contribution to the field in terms of Service-Learning Community Engagement theory, method, policy, and/or practice: This project will contribute to the knowledge base on service-learning community engagement practice and novel evaluation methods.

Plans for the allocation of time: Roughly equal time will be allocated for the presenters to introduce the topic and for session attendees to contribute to the discussion.

3 - 4 keywords that best represent the research; and indicate whether and how ethical concerns were addressed and/or vulnerable populations were safeguarded: Community partnerships; K12 collaborations; Community-academic partnership; Service-learning

Purpose of the discussion and any pertinent research related to the topic: The presenters draw from a range of research related to the topic including anti-deficit and intersectionality frameworks and antiracism, diversity, equity, and inclusion strategies. Attendees will be invited to review and provide feedback on aspects of the service-learning assignment including: brief introduction to anti-deficit framework for medical students, pre-readings related to the relationship between health literacy and health equity/outcomes, pre-activity reflection questions, health lesson verbiage (review for inclusive language), and post-activity reflection questions.

Crenshaw, K.W., 2017. On intersectionality: Essential writings. The New Press.

National Academies of Sciences, Engineering, and Medicine. 2023. Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations: Beyond Broadening Participation. Washington, DC: The National Academies Press. https://doi.org/10.17226/26803

Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE Guide No. 63. Med Teach. 2012;34(2):e102-15. doi: 10.3109/0142159X.2012.650741. PMID: 22289008.