Service-Learning Clinics: A Pathway to Improve Student Learning Outcomes
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| Title: | Service-Learning Clinics: A Pathway to Improve Student Learning Outcomes |
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| Language: | English |
| Authors: | Ranelle M. Nissen, Whitney Lucas Molitor, Allison J. Naber |
| Source: | Journal of Occupational Therapy Education. 2026 10(1). |
| Availability: | Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Service Learning, School Community Relationship, Doctoral Students, Allied Health Occupations Education, Rural Areas, Occupational Therapy, Clinical Experience, Outcomes of Education |
| ISSN: | 2573-1378 |
| Abstract: | This article examines the innovative approach of the Community Integrated Learning (CIL) program, with a particular focus on its application within a rural context. Unlike traditional student-run clinics, the CIL focuses on student learning through hands-on experiences with community volunteers rather than providing direct rehabilitative care. The program, linked to adult and pediatric assessment courses, allows second-year doctoral students to develop and implement intervention plans tailored to the needs and interests of community volunteers. This model addresses the challenges of limited resources and client recruitment in rural areas by emphasizing student professional development and clinical reasoning skills. Data collected from three cohorts of students between fall 2021 and spring 2024 indicated significant improvements in students' confidence and their ability to apply theoretical constructs to occupational therapy practice. The CIL experience fostered therapeutic communication, professionalism, and adaptability, aligning with the broader goals of occupational therapy education. The article examines the structure of the CIL, including the utilization of various departmental spaces and the integration of feedback and self-reflection in student learning. The findings suggest that the CIL is particularly beneficial for academic programs in rural settings. By focusing on student-centered learning and community engagement, it offers a viable alternative to traditional clinics. This approach not only enhances student preparedness for clinical practice but also supports the educational mission of occupational therapy programs in underserved areas. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502387 |
| Database: | ERIC |
| Abstract: | This article examines the innovative approach of the Community Integrated Learning (CIL) program, with a particular focus on its application within a rural context. Unlike traditional student-run clinics, the CIL focuses on student learning through hands-on experiences with community volunteers rather than providing direct rehabilitative care. The program, linked to adult and pediatric assessment courses, allows second-year doctoral students to develop and implement intervention plans tailored to the needs and interests of community volunteers. This model addresses the challenges of limited resources and client recruitment in rural areas by emphasizing student professional development and clinical reasoning skills. Data collected from three cohorts of students between fall 2021 and spring 2024 indicated significant improvements in students' confidence and their ability to apply theoretical constructs to occupational therapy practice. The CIL experience fostered therapeutic communication, professionalism, and adaptability, aligning with the broader goals of occupational therapy education. The article examines the structure of the CIL, including the utilization of various departmental spaces and the integration of feedback and self-reflection in student learning. The findings suggest that the CIL is particularly beneficial for academic programs in rural settings. By focusing on student-centered learning and community engagement, it offers a viable alternative to traditional clinics. This approach not only enhances student preparedness for clinical practice but also supports the educational mission of occupational therapy programs in underserved areas. |
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| ISSN: | 2573-1378 |
