Service learning: A vehicle for building health equity and eliminating health disparities

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Service learning (SL) is a form of community-centered experiential education that placesemerginghealthprofessionals in communitygenerated service projects and provides structured opportunities for reflection on thebroadersocial,economic, and political contexts of health. We describe the elements and impact of five distinct week-long intensive SL courses focused on the context of urban, rural, border,and indigenous health contexts. Students involved in these SL courses demonstrated a commitment to community-engaged scholarship and practice in both their student and professional lives. SL is directly in line with the core public health value of social justice and serves as a venue to strengthen community-campus partnerships in addressing health disparities through sustained collaboration and actioninvulnerable communities.

Original languageEnglish (US)
Pages (from-to)S38-S43
JournalAmerican Journal of Public Health
Volume105
DOIs
StatePublished - Mar 1 2015

Fingerprint

Learning
Health
Students
Social Justice
Public Health
Economics
Education
Health Equity

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health
  • Medicine(all)

Cite this

@article{92805e112e9f4e33b485e1d55ee5ecec,
title = "Service learning: A vehicle for building health equity and eliminating health disparities",
abstract = "Service learning (SL) is a form of community-centered experiential education that placesemerginghealthprofessionals in communitygenerated service projects and provides structured opportunities for reflection on thebroadersocial,economic, and political contexts of health. We describe the elements and impact of five distinct week-long intensive SL courses focused on the context of urban, rural, border,and indigenous health contexts. Students involved in these SL courses demonstrated a commitment to community-engaged scholarship and practice in both their student and professional lives. SL is directly in line with the core public health value of social justice and serves as a venue to strengthen community-campus partnerships in addressing health disparities through sustained collaboration and actioninvulnerable communities.",
author = "Sabo, {Samantha J} and {De Zapien}, {Jill G} and Teufel-Shone, {Nicolette I} and Rosales, {Cecilia B} and Lynda Bergsma and Taren, {Douglas L}",
year = "2015",
month = "3",
day = "1",
doi = "10.2105/AJPH.2014.302364",
language = "English (US)",
volume = "105",
pages = "S38--S43",
journal = "American Journal of Public Health",
issn = "0090-0036",
publisher = "American Public Health Association Inc.",

}

TY - JOUR

T1 - Service learning

T2 - A vehicle for building health equity and eliminating health disparities

AU - Sabo, Samantha J

AU - De Zapien, Jill G

AU - Teufel-Shone, Nicolette I

AU - Rosales, Cecilia B

AU - Bergsma, Lynda

AU - Taren, Douglas L

PY - 2015/3/1

Y1 - 2015/3/1

N2 - Service learning (SL) is a form of community-centered experiential education that placesemerginghealthprofessionals in communitygenerated service projects and provides structured opportunities for reflection on thebroadersocial,economic, and political contexts of health. We describe the elements and impact of five distinct week-long intensive SL courses focused on the context of urban, rural, border,and indigenous health contexts. Students involved in these SL courses demonstrated a commitment to community-engaged scholarship and practice in both their student and professional lives. SL is directly in line with the core public health value of social justice and serves as a venue to strengthen community-campus partnerships in addressing health disparities through sustained collaboration and actioninvulnerable communities.

AB - Service learning (SL) is a form of community-centered experiential education that placesemerginghealthprofessionals in communitygenerated service projects and provides structured opportunities for reflection on thebroadersocial,economic, and political contexts of health. We describe the elements and impact of five distinct week-long intensive SL courses focused on the context of urban, rural, border,and indigenous health contexts. Students involved in these SL courses demonstrated a commitment to community-engaged scholarship and practice in both their student and professional lives. SL is directly in line with the core public health value of social justice and serves as a venue to strengthen community-campus partnerships in addressing health disparities through sustained collaboration and actioninvulnerable communities.

UR - http://www.scopus.com/inward/record.url?scp=84923668425&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84923668425&partnerID=8YFLogxK

U2 - 10.2105/AJPH.2014.302364

DO - 10.2105/AJPH.2014.302364

M3 - Article

C2 - 25706014

AN - SCOPUS:84923668425

VL - 105

SP - S38-S43

JO - American Journal of Public Health

JF - American Journal of Public Health

SN - 0090-0036

ER -