Experiential Service Learning: Building Skills and Sensitivity With Kolb's Learning Theory
Journal
Gerontology & Geriatrics Education
Year
2020
Abstract
Preparing a healthcare workforce able to respond to the growing complexity of health issues facing older adults is a critical issue for interprofessional educators. Students are in need of experiences promoting confidence and skill in communicating with older adults with cognitive issues. Student emotional and cognitive responses to an interprofessional Music and Memory® project in long term care facilities were evaluated. Forty-eight students met with assigned adults weekly to develop personalized music playlists and complete a journal entry. Student participants demonstrated improved interpersonal connections, enhanced professional skills, and increased empathy toward clients. Results are explored within the context of Kolb's Learning Theory and application of the evaluation outcomes for interprofessional education.
Music and Health Institute Terms
Alzheimer's and Related Dementias; Elderly; Interpersonal Relations; Long-Term Care Facility; Music Listening; Neurodegenerative Disorders; Young Adults
Indexed Terms
Elderly; Dementia; Geriatrics; Interdisciplinary Communication; Interdisciplinary Studies; Problem-Based Learning; Students, Health Occupations; Kolb’s learning theory; Music and Memory®; experiential; interprofessional; service learning
Study Type
Case Study; Qualitative Methods
PubMed ID
31564226
Document Type
Article
Recommended Citation
Long, E. M., & Gummelt, G. (2020). Experiential Service Learning: Building Skills and Sensitivity With Kolb's Learning Theory. Gerontology & Geriatrics Education, 41 (2), 219-232. Retrieved from https://remix.berklee.edu/mhi-citations/233