Date Presented 03/21/24
Community-based learning (CBL) enabled students to address societal needs through active engagement in their community. The focus was on eradicating social and health disparities among individuals who are at risk for occupational deprivation and injustice.
Primary Author and Speaker: Patricia A. Wisniewski
PURPOSE: To evaluate the effectiveness of implementing community-based learning (CBL) as a means for transformative learning. CBL is an experiential teaching pedagogy that helps prepare occupational therapy students (OTSs) for a rapidly changing and diverse society that fosters awareness of diversity, equity, and inclusion. Students engage with the local community to help solve societal problems. This study focused on three research questions, each exploring how CBL: (a) changes how OTSs view occupational justice, (b) influences OTSs awareness about contextual barriers that may impact community residents’ health and wellness, and (c) changes how OTSs perceive their role as a socially responsible citizen for occupational justice within their local community.
DESIGN: This action research included a convenience sampling of 19, 1st-year OTSs.
METHOD: The study utilized a convergent parallel mixed methods research design that applied quantitative and qualitative data collection and analysis. Data collection methods included a quantitative retrospective pretest-posttest survey and qualitative self-reflections and a questionnaire. Quantitative data were analyzed using descriptive and inferential statistics. Qualitative data were analyzed using a thematic analysis approach to gain a better understanding of the students’ transformative perceptions and actions as a result of CBL.
RESULTS: Findings showed OTSs reported an increased awareness of existing community occupational injustices, environment and personal contextual barriers in the community, health implications, and a change in how they perceive their role.
CONCLUSION: CBL, embedded in a reflective practice of inquiry, transformed OTSs worldviews about existing societal issues that prevent individuals and populations from achieving health. The OTSs learned about community health and social disparities and embraced their civic and professional responsibility to promote occupational justice.
References
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