title: An overview of infusing service-learning in medical education.
abstract: OBJECTIVE
  To identify and review existing empirical research about service-learning and medical education and then to develop a framework for infusing service-learning in Doctor of Medicine or Doctor of Osteopathic Medicine curricula.
  
  
  METHODS
  We selected literature on service-learning and medical education. Articles were screened with a protocol for inclusion or exclusion at two separate stages. At stage one, articles were screened according to their titles, abstracts, and keywords. The second stage involved a full-text review. Finally, a thematic analysis using focused and selective coding was conducted.
  
  
  RESULTS
  Eighteen studies were analyzed spanning the years 1998 to 2012. The results from our analysis informed the development of a four-stage service-learning framework: 1) planning and preparation, 2) action, 3) reflection and demonstration, and 4) assessment and celebration.
  
  
  CONCLUSIONS
  The presented service-learning framework can be used to develop curricula for the infusion of service-learning in medical school. Service-learning curricula in medical education have the potential to provide myriad benefits to faculty, students, community members, and university-community partnerships.
authors.affiliation: Department of Counseling, Leadership, Adult Education and School Psychology, Texas State University, San Marcos, Texas, USA.
authors.forename: Trae
authors.initials: T
authors.lastname: Stewart
authors.affiliation: Department of Counseling, Leadership, Adult Education and School Psychology, Texas State University, San Marcos, Texas, USA.
authors.forename: Zane
authors.initials: Z
authors.lastname: Wubbena
mesh_terms: D003153:Community Health Services / Q000458:organization & administration; D003159:Community-Institutional Relations; D003479:Curriculum; D004501:Education, Medical / Q000458:organization & administration*; D006801:Humans; D012946:Social Welfare
keywords: Service-learning,; Web-based learning; community service; curriculum development; experiential learning; medical education