Hugh A Stoddard1, Justin M Risma. 1. Medical Education, University of Nebraska College of Medicine, Omaha, Nebraska 68198-5525, USA. hstoddard@unmc.edu
Abstract
BACKGROUND: Medical school is arduous and participating in optional service-learning activities may compete with the required curriculum. The student-run SHARING Clinics at the University of Nebraska are managed by a Board of students who commit to extensive voluntary participation. PURPOSE: The purpose of this study was to determine whether optional service-learning participation resulted in compromised medical school grades. METHODS: Of 908 students who matriculated between 1999 and 2006, 87 served on the SHARING Board. A 2×2 repeated measures ANOVA was used to compare the grade point averages of Board members and non-members before and after participating on the Board. RESULTS: The grades for SHARING Board members and non-members were not statistically different. The study had sufficient statistical power to detect even a small effect size. CONCLUSIONS: Concern about compromised academic performance appears to be an invalid reason to avoid service-learning participation. The benefits of participation appear to outweigh the costs.
BACKGROUND: Medical school is arduous and participating in optional service-learning activities may compete with the required curriculum. The student-run SHARING Clinics at the University of Nebraska are managed by a Board of students who commit to extensive voluntary participation. PURPOSE: The purpose of this study was to determine whether optional service-learning participation resulted in compromised medical school grades. METHODS: Of 908 students who matriculated between 1999 and 2006, 87 served on the SHARING Board. A 2×2 repeated measures ANOVA was used to compare the grade point averages of Board members and non-members before and after participating on the Board. RESULTS: The grades for SHARING Board members and non-members were not statistically different. The study had sufficient statistical power to detect even a small effect size. CONCLUSIONS: Concern about compromised academic performance appears to be an invalid reason to avoid service-learning participation. The benefits of participation appear to outweigh the costs.
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