Integration of Service-Learning into the MPH Practicum Experience

The integration of service learning into public health education has been an objective for several years. We have incorporated this important element into the format for our MPH practicum students in several ways. Students are first educated about service learning, and its respective components, during a mandatory presentation and discussion hosted by the practicum coordinator. Before the practicum begins, students, site representatives and university advisors collectively agree upon a scope and nature of the experience, which is formally documented, signed and filed in departmental archives as Form 15. Throughout their 240-hour practicum experience students are encouraged to bring an academic link into their work and foster reciprocal learning between themselves and the professionals at their sites. Students also participate in required, guided reflection through short, monthly blogs and a final critical thinking paper completed within 20 working hours of practicum completion. The critical thinking paper is an academic summary report of each student's practicum efforts in public health practice as specified on the aforementioned Form 15. Practicum students are supervised and evaluated by a professional at their site referred to as the practicum preceptor. The practicum program also fosters strong, sustained relationships between the university and the community and encourages community engagement and sustained service for the organization. Additionally, following graduation, many students have also found employment with their sites based on positive experiences during the practicum. Other public health programs may want to consider this method of integration into their respective practicum programs in order to promote service learning.