Imperial College London
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DrRaviParekh

Faculty of Medicine, School of Public Health

Director, Medical Education Innovation and Research Centre
 
 
 
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Contact

 

r.parekh

 
 
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Location

 

Postgraduate CentreReynolds BuildingCharing Cross Campus

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Summary

 

Publications

Citation

BibTex format

@article{Pilling:2021:10.1111/tct.13279,
author = {Pilling, R and Mollaney, J and Chandauka, R and Barai, I and Parekh, R},
doi = {10.1111/tct.13279},
journal = {The Clinical Teacher},
pages = {163--167},
title = {“BURSTING THE BUBBLE”: Service learning in schools},
url = {http://dx.doi.org/10.1111/tct.13279},
volume = {18},
year = {2021}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - BackgroundAt Imperial College, we developed a novel teaching programme for medical students based within a local primary school, with the aim of developing students’ teaching skills and centring social accountability in our curriculum. Similar servicelearning programmes have shown significant benefit for student participants, including: improving communication skills, developing an understanding of the social determinants of health, and increased empathy. In partnership with a local primary school, the programme involved a group of medical students designing, developing and delivering a teaching session to primary school children.MethodsMedical students completed written reflections on the programme and semistructured interviews were conducted with teachers who had participated in the programme. These were then thematically analysed.ResultsThemes from student reflections included: improvement in teaching and communication skills; and an increased awareness of social accountability. Themes from teacher interviews included: benefits of an aspirational figure in the school; engagement of the children; and the ongoing inspirational benefit for the pupils.DiscussionOur analysis suggested students and the school community benefitted. Students reported the experience was an effective way to learn teaching skills and to improve their communication with children. The programme delivered skills transferrable to other clinical contexts including leadership and behavioural management, adaptability and creative thinking. Teacher interviews suggested the programme was mutually beneficial. The framing of medical students as role models raised the possibility that such programmes may help tackle the challenge of widening participation in medicine. We would recommend medical educators to consider developing other mutually beneficial servicelearning programmes.
AU  - Pilling,R
AU  - Mollaney,J
AU  - Chandauka,R
AU  - Barai,I
AU  - Parekh,R
DO  - 10.1111/tct.13279
EP  - 167
PY  - 2021///
SN  - 1743-4971
SP  - 163
TI  - “BURSTING THE BUBBLE”: Service learning in schools
T2  - The Clinical Teacher
UR  - http://dx.doi.org/10.1111/tct.13279
UR  - https://onlinelibrary.wiley.com/doi/10.1111/tct.13279
UR  - http://hdl.handle.net/10044/1/83136
VL  - 18
ER  -
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