Service Learning and It's Importance
"The concept of “service” rests at the core of the medical profession, which aspires to train physicians committed to improving the health of the community and serving the public” (AAMC, 1998). Service Learning differs from community volunteer activities/outreach in two keyways. It represents a reciprocal interaction between the community and the learner tied to specific overall objectives as agreed to by both parties. Service learning offers students the opportunity to deepen their understanding of the very complex causes of societal problems and their impact on individual/community health and patient care. It provides important supplemental resources for communities and its members, especially in those areas that are underserved and disadvantaged.
Overview
Service Learning Objectives
The University of Maryland School of Medicine engages in a variety of service learning partnerships designed to address the many socio-economic needs and challenges of the Baltimore community, particularly in West Baltimore. By the end of Practice of Medicine (and service learning), through active involvement in the surrounding community with our partners, students will be able to:
- Identify the impact of the many factors affecting health care, and patients’ and neighborhoods’ quality of life (lack of education, employment, fair and decent housing, substance abuse, mental health, poverty, violence, lack of resources, etc.).
- Identify the physician’s professional and social responsibilities to provide care to patients who are unable to pay and to advocate for access to health care and other resources for members of traditionally underserved populations.
- Communicate, through reflective essay, a better understanding of one’s behaviors and attitudes toward people, problems, situations, and how these views can vary depending on one’s perspective.
- Critically reflect on one’s service learning experience in relationship to their education, professional and personal lives, and future practice.
General Requirements
Over the course of their first 2 years, medical students will complete a total of 25 hours of service learning with designated community partners as follows:
MS1:
- Hours: A minimum of 20 hours is to be completed, beginning October and continuing through the end of the academic year.
- Schedule: Students will be expected to attend weekly/bi-weekly for a minimum total of 3 - 4 hours per month, dependent on the needs of the site and agreed upon schedule.
- Project Selection Process: Students will choose from a listing of Community Partnerships. Students can sign up for 4 projects of interest. This will be the same process that students will experience as they schedule their clinical years’ schedule and apply for the match. (More detailed instructions will be provided closer to the sign – up period. Certain projects may require an application.)
- Transportation: All Students are responsible for their own transportation, i.e. carpooling, UMB shuttle, the Circulator, Zip Car, Uber, etc. Travel time is not counted towards the requirement.
- Fingerprinting/background checks: All students working in schools and/or youth related programs will be required to undergo this process, according to an assigned schedule. This process will be managed by the Baltimore City School System and take place on campus or with the designated partner.
MS2:
- Complete the balance of 25-hour requirement
- Students are strongly encouraged to continue their placement from Year I. However, they may choose another designated partner. Students are responsible for contacting and coordinating all aspects of their service-learning activities for PoM II to assure that the site can accommodate your placement. Also, see “Transportation” above.
- Students who have completed 40+ hours of service learning in PoM I are exempt from service learning in PoM II. Students are still strongly encouraged to continue to participate with their PoM I projects and/or other community programs and initiatives.
Both Years:
One way we learn is from our experiences. However, it is not sufficient to just “do” something. To understand the meaning of our experiences and become more self-aware, we must take time to reflect thoughtfully about our experiences and what they mean to us (REVIEW & REFLECT) in relationship to one’s education, professional and personal lives, and future practice.
- Completion of Reflection/Activity Logs: Students will log all activities, dates, times of experiences in a Service Learning Log on their Portfolio Page on MedScope. These logs will provide an opportunity to take notes or include reflective commentary on each session. All students are required to submit a critically reflective essay regarding their service learning experience at the end of PoM 1 and PoM 2. Specifics TBA by the course leadership.
- Evaluations: Students will be evaluated by their community partner (as a group and as an individual participant). The evaluation criteria will be posted. Students will have the opportunity to complete an end of the year evaluation about their experiences. In addition, mid–year feedback sessions will be held with the course director(s).
POM Partnerships
Education/Mentoring
Gifted and Advanced Learning Program (GAL)
BCPS/UMSOM video
The Gifted and Advanced Learning (GAL) Office of City Schools will partner with the University of Maryland School of Medicine (UMSOM) to provide:
1) A science-based mentorship program for identified 3rd grade gifted and advanced learners at select schools; and
2) Positive role models for these students and help to broaden their ideas of what is possible for their contemporary and future selves.
BALTIMORE CITY PUBLIC SCHOOLS
Prevention and Intervention for Early Learners Program (PIEL)
The PIEL team's goal is to improve elementary/ middle school student outcomes and reduce the number of students identified for special education services, by providing students with support and services and teachers with tools for their classrooms. The PIEL team provides academic, behavioral, and social and emotional supports to identified elementary/middle school and training to teachers on interventions they can use in the classroom. Medical students will be trained in these interventions and support program teachers and staff.
THE INGENUITY PROJECT
The Ingenuity Project’s mission is to prepare and launch the next diverse generation of nationally competitive STEM (Science, Technology, Engineering and Mathematics) leaders from Baltimore City Public Schools.
The program is committed to identifying, recruiting, and supporting students with high potential and interest in STEM from historically underserved populations in Baltimore City. Students enroll the 6th and 9th grades through a selective admissions process. Medical students will participate in providing students with rigorous STEM courses and experiences that prepare and inspire a pursuit of advanced STEM curriculum in high school.
UMB PROJECT CURE
Supported by the National Cancer Institute’s (NCI) Continuing Umbrella of Research Experiences (CURE) program, the UMB CURE Scholars Program identifies promising middle school students in Baltimore. The program is designed to offer selected scholars a 5:1 mentor-to-scholar ratio with an after-school component, Saturday tutoring component, and six-week Summer Enrichment component.
THREAD
The New York Times
Medical students will become a member of a “Thread Family”, comprised of one student and a group of up to five university/community-based volunteers. Unlike traditional school-based tutoring programs, Thread Families extend support beyond the school day and into the home by creating customized and comprehensive solutions to address the root causes of academic and social challenges.
The Thread Family works to build a deep foundation of trust with their student and with each other, modeling consistency, communication, and persistence. Thread Family members are active agents in their student’s life, often scheduling daily activities that might include packing lunches, providing rides to school, tutoring, a social activity like going out for ice cream or a baseball game, completing college applications, or obtaining daycare for a younger sibling. Each Family has a volunteer Head of Family (HOF), who ensures that their student’s needs are met.
SQUASHWISE
Medical Students will be assigned 1 – 2 middle/high schools students to tutor and assist with homework and other supplemental assignments as directed by the program’s academic coordinator. Participating in squash games with the students is also available.
Interprofessional
JOSEPH RICHEY/GILCHRIST
Working with an interdisciplinary team of a RN, social worker, chaplain, and other health professionals, medical students will provide assistance to the patient, under the direction from of the Associate Clinical Director or Unit Manager. Responsibilities to include: providing emotional psychological support to families and patients, assist with patient care, and attend regular inter disciplinary team meetings.
UMB COMMUNITY ENGAGEMENT CENTER
The Community Engagement Center gives West Baltimore residents a place to access services promoting neighborhood and economic development. The center brings the University and community together to solve complex and persistent problems that diminish residents’ quality of life.
Contact OME
Pre-Clerkship Curriculum
Devang Patel, MD
dpatel@som.umaryland.edu
Clerkship Curriculum
Philip Dittmar, MD
pdittmar@som.umaryland.edu
Service Learning
Norman Retener, MD
noretenter@som.umaryland.edu