Experiences of Health System Preceptors and Faculty Advisors with Community Service-Learning Initiatives: Learning from the Dalhousie University Drug Use Management and Policy Residency Program

Sarah Bowen, Ingrid Sketris, Ethel Langille Ingram


From 2001 to 2011, an innovative approach to pharmaceutical policy and drug use management graduate education—the Drug Use Management and Policy Residency Program—was developed and implemented by the College of Pharmacy at Dalhousie University in Halifax, Nova Scotia, Canada. This in-depth qualitative assessment of the experience of faculty members and site preceptors who guided residents in their 17-week placements identifies components, characteristics, strategies, and principles associated with successful service-learning initiatives and provides guidance around the development of programs in other jurisdictions.


Full Text:



Australian Public Service Commission. (2007). Tackling wicked problems: A public policy perspective. Retrieved from http://www.apsc.gov.au/__data/assets/pdf_file/0005/6386/wickedproblems.pdf

Bortolin, K. (2011). Serving ourselves: How the discourse on community engagement privileges the university over the community. Michigan Journal of Community Service Learning, 18(1): 49-58. http://quod.lib.umich.edu/cgi/p/pod/dod-idx/serving-ourselves-how-the-discourse-on-community-engagement.pdf?c=mjcsl;idno=3239521.0018.104

Bowen, S. (2013). Engaged scholarship: Concept paper. Unpublished manuscript, School of Public Health, University of Alberta, Canada.

Bowen S., & Graham, I. D. (2013). Integrated knowledge translation. In S. Strauss, J. Tetroe, & I. Graham (Eds.), Knowledge translation in health care: Moving from evidence to practice (2nd edition) (pp. 14-23). Chichester, UK: John Wiley & Sons.

Canadian Institutes of Health Research (n.d). A guide to researcher and knowledge-user collaboration in health research. Retrieved from http://www.cihr-irsc.gc.ca/e/44954.html

Canadian Institutes of Health Research (2012). Guide to knowledge translation planning at CIHR: Integrated and end-of-grant approaches. Retrieved from: http://www.cihr-irsc.gc.ca/e/documents/kt_lm_ktplan-en.pdf

Conrad, P., Murphy, J., & Sketris, I. (2005). Drug use management and policy residency: A service-learning application. American Journal of Pharmaceutical Education, 69(5), Article 1407.

Conrad, P., Sketris, I., & Langille Ingram, E. (2013) Participants’ perceptions of a multidisciplinary training program for graduate and postgraduate students in drug use management and policy. American Journal of Pharmaceutical Education, 77(5), Article 102.

Dash, P., Gowman, N., & Traynor, M. (2003). Increasing the impact of health services research. British Medical Journal, 6(7427), 1339-1341.

Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement: Principles and techniques. Providence, RI: Campus Compact.

Gibb, A., Haskins, G., & Robertson, I. (2013). Leading the entrepreneurial university: Meeting the entrepreneurial development needs of higher education. In A. Altmann & B. Eberberger (Eds.), Universities in change, innovation, technology, and knowledge management (pp. 9-45). New York: Springer Science + Business Media. doi:10.1007/978-1-4614-4590-6_2

Ginsburg, L. R., Lewis, S., Zackheim, L., & Casebeer, A. (2007). Revisiting interaction in knowledge translation. Implementation Science, 2, 34. doi:1186/1748-5908-2-34

Glass, C. R., & Fitzgerald, H. E. (2010). Engaged scholarship: Historical roots, contemporary challenges. In H. Fitzgerald, C. Burack, & S. Siefer (Eds.), Handbook on engaged scholarship: Contemporary landscapes, future directions. East Lansing, MI: Michigan State University Press.

Graham, I., Bick, D., Tetroe, J., Strauss, S., & Harrison, M. (2010) Measuring outcomes of evidence-based practice: Distinguishing between knowledge use and its impact. In D. Bick & I. Graham (Eds.), Evaluating the impact of evidence based practice (pp. 18-37). Chichester, UK: Wiley-Blackwell.

Lomas, J. (2000). Connecting research and policy. Canadian Journal of Policy Research, 1(1), 140-144.

Minkler, M., & Freudenberg, N. (2010). From community-based participatory research to policy change. In H. Fitzgerald, C. Burack, & S. Siefer (Eds.), Handbook on engaged scholarship: Contemporary landscapes, future directions. East Lansing, MI: Michigan State University Press.

Newman, L. (2013) Community service learning: A growing trend amongst Canadian post-secondary institutions. Open Conference Service, Dean’s Graduate Student Research Conference. Retrieved from http://ocs.library.utoronto.ca/index.php/oise/dgsrc2013/paper/view/3291

Patton, M. Q. (1997). Utilization-focused evaluation: The new century text (3rd edition). Thousand Oaks, CA: Sage Publications.

Sketris, I. S. (2013). Knowledge translation in high stakes environments: Service learning within a multi stakeholder pharmaceutical program and policy area. In L. Potvin (Ed.), Shaping academia for the public good: Lessons from an experience in research funding (pp.162-198). Toronto, ON: University of Toronto Press.

Stanton, T. K., Giles, D. E., & Cruz, N. I. (1999). Service-learning: A movement’s pioneers reflect on its origins, practice, and future. San Francisco, CA: Josey-Bass.

Stoecker, R., & Tyron, E. A. (2009). Unheard voices: Community organizations and service learning. Philadelphia: Temple University Press.

Van de Ven, A. H. (2009). Engaged scholarship: A guide for organizational and social research. Oxford, UK: Oxford University Press.

Van de Ven, A.H., & Johnson, P. (2006). Knowledge for theory and practice. Academy of Management Review, 31(4), 802 821.

Vogel, A. L., Seifer, S. D., Gelmon, S. B. (2010). What influences the long-term sustainability of service-learning? Lessons from early adopters. Michigan Journal of Community Service Learning, 17(1), 59-76.

Weiss, C. H. (1979). The many meanings of research utilization. Public Administration Review, 395, 426-431.


  • There are currently no refbacks.