This teaching innovation introduced students to service-learning projects that would impact public health in the community and state. Third-year pharmacy students in the required "Public Health in Pharmacy" course, worked in groups of eight to 10 students on an assigned a project. They worked with community representatives to plan, implement or evaluate programs during fall semester. Student attitudes, contributions, and understanding of the project were measured several times during the semester. Data showed that students found these real world experiences frustrating at times and wanted more structure in their projects. Their peer evaluations were generally high, but the overall experience was often under-valued. This service-learning model has been well received at community sites and, once the impact of their project becomes evident, by pharmacy students. It is particularly appropriate for groups of advanced students and may require fewer resources to administer than more traditional service-learning programs.
|Number of pages
|American Journal of Pharmaceutical Education
|Published - 2002