An evidence-Based model program to foster empathy, mitigate bias, and promote wellbeing through critical reflection on service-Learning by public health/health administration and practitioner student teams

摘要

We propose to bring students in public health/health administration and healthcare practitioner programs together in teams to perform service-learning. While few studies have been reported with students from these two groups together, students in these programs separately have benefitedby reflecting on service-learning. Critical reflection on service-learning by public health/health administration students fosters their social trust and reliability, racial empathy and tolerance, moral acumen, leadership ability, and interest in learning. Similarly, such reflection by teamsof healthcare practitioner students raises their empathy, patient-centered orientation, and examination scorers. When the teams of practitioner students are interdisciplinary, their reflections also mitigate bias toward one another and promote positive attitudes about interprofessional collaboration.In addition, such work likely reduces burnout. While many healthcare practitioners also earn graduate degrees in public health, few publications concern health administration and other public health students working in teams with healthcare practitioner students. We present a program modelof students in public health/health administration and healthcare practitioner programs engaging in service-learning and critical reflection together to foster empathy, mitigate bias, and promote wellbeing.