Professional formation: Exploration into the impact of an International Service-Learning experience on Occupational Therapy students

Abstract

International Service-Learning (ISL) acts as a pedagogy that can help health professions students identify the importance and relevance of providing care based on the principle of social justice. Beyond building entry level practice skills, health care educators in higher education have a role to ensure that health professions students have a strong sense of justice and are able to engage in critically conscious practice. Critical consciousness, identified by Paulo Freire, can aid health professions students in thoughtful and reflective practice founded in social justice. This study focuses on the implementation of an international service-learning program to teach occupational therapy students the tenets of social justice. Methods: Two occupational therapy educators within a Department of Occupational Therapy at a University within the United States conducted a qualitative analysis of occupational therapy student reflections from a 3-week international service learning experience in the Dominican Republic. Students were asked to reflect upon their experience and these reflections were analyzed following qualitative methods for themes. Results: Student reflections reported four themes including stepping outside my comfort zone, growth, cultural sensitivity, and simplicity and being present. Discussion: The results of the qualitative analysis of the reflections of the occupational therapy students demonstrates the powerful impact of international service learning on transforming the beliefs of occupational therapy students preparing to practice focused on social justice. The results of this study inform educators that international service learning has the potential to be a powerful pedagogy for teaching occupational therapy students about social justice.