PREPARING MEDICAL STUDENTS

THROUGH SERVICE LEARNING TO PROVIDE SOCIAL JUSTICE

Abstract

Background: In Pakistan there are 3.3 Million child laborers without healthcare services and educational opportunities, which affect our social fabric. We report how structured ‘Service Experience’ helped broaden medical students understanding of social justice. Objective: To produce health professionals who are ready to work for a cause without voracity. Study design: A Cross sectional survey through a focal group discussion. Research question: Do opportunities for structured Service Learning help modify student’s perception of their role as doctors in society? Place of Study: Foundation University Medical College, Islamabad. Study Period: Fifteen months, from January 2008–April 2009. Methods: Fifteen students interviewed 700 child laborers using a piloted interview form during a fifteen months period. Focus group discussions were held with these students to discuss their experiences. Qualitative analysis of the discussion is reported. Results: Students empathized that children worked on a contractual basis averaging $1 per 10 hours with no meals. Parents encouraged them to earn money and they felt more satisfied pleasing them. Children didn’t attend school because of the school quality and fear of abuse. “Our exposure to child labor had been limited; this has taken us to the core of the issue. We now feel responsible as a physician and a leader to ensure ‘security of children in every respect’ as part of their health.” “We will avoid employing children at our homes and will council parents, trying to be role models for others.” “As future leaders we will propose measures including establishment of free quality educational systems with paid vocational tracks.” Conclusions: Service learning will inculcate empathy for the oppressed groups of the community and also develop a social and civic responsibility in medical students.