Assessment of Academic Learning and Community Service Learning in an Ethics Intensive, Service-Learning Course about Healthcare Delivery

Consistent with Jesuit tradition in universities, an ethics intensive, service-learning course was developed with a community service-learning partner. Objectives addressed the ethically charged dynamics of healthcare delivery and presented students with opportunities for academic learning (AL) and community service learning (SL). While motivated students with keen interest in patient care took the course, it was assessed to determine how well they met course objectives by converting grade components into a seven-point Likert for all students completing the course over four different semesters (N=73). Results indicated that AL and SL were highly correlated when compared on a semester basis across means (μ from 6.526 to 6.958) and standard deviations (δ from 0 to 0.697). On a combined basis, the correlation coefficient was 0.529, also indicating sufficient correlation. Results suggest the course provided a positive learning experience for students, equipping them with ability to consider medical issues with an enlightened perspective.