Interdisciplinary Service-Learning: A teaching pedagogy for enhancing the application of health educator core competencies

Background: Service-Learning is an experiential education method that simultaneously promotes the pursuit of learning objectives and achievement of meaningful community outcomes. Few service-learning programs subsist at a professional educational level and fewer still are interdisciplinary, a crucial emerging trend in professional development. The Interdisciplinary Student Community-Oriented Prevention Enhancement Service (ISCOPES) at George Washington University is one such program, involving graduate-level, health sciences students in health education activities. The goal of the study is to evaluate how effectively this program builds application skills in health education project planning, implementation, and evaluation. Specifically, the intent is to evaluate students in their development and application of 75% of the core sub-competencies defined by the National Commission for Health Education Credentialing, Inc. for Master Certified Health Education Specialists. Methods: Each student spends 50 total hours over two semesters in student-led team meetings, including faculty and community preceptor training, coaching, and mentoring; in smaller work groups for content research and program development; and on site for community capacity building and evaluation. Students will complete retrospective pre-tests and post-tests at the conclusion of the program. Results: 150 students are participating in this study. Study completion date is April 2011; progressive skills demonstration among participants heralds statistically significant changes in at least 80% of targeted competencies among at least 80% of the students. Conclusions: The results of this study are imminent and warrant dissemination to those seeking innovative classroom and curricular approaches to building health educator competencies within medical, health sciences, and public health programs.