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AA-13ArticleMeurer etal., 2011Name andLocation ofSchoolMedicalCollege ofWisconsin.Wisconsin,U.S.Name ofProgramUrban andCommunityHealth Pathway(UCHP)Type ofCommunity andLocationUrbanunderservedsettings.Different urbancommunities.Duration ofTrainingTraining, total:At least 10hrs/monththrough the first3 years ofmedical edicine.Student Makeup(level, number ofstudents)Level: 1 to 3thyear students.Frameworks(theoretical andpedagogical)TF: Patientcentered careNotesReflection:yesNumber: 95studentsPF: Servicelearning;communityengaged researchGoalsOrientedtowardSDH: 3CL section:INAMudarikwaet al., tyBased practiceprogram (CBPP)Communityhealth ons,local councils,schools.INA.Training, total:INACL section: 12days over 16wks (min 72hrs)Type ofResearch:NSObligatory;Medicine.Level: 1st yearstudents.TF: Socialjustice; equityReflection:INANumber NAPF: Communitybased educationGoalsOrientedtowardSDH: 2PREPUBLICATION COPY: UNCORRECTED PROOFSType ofResearch:Mixed

AA-14ArticleO’Brien etal., 2014Name andLocation ofSchoolTempleUniversityPhiladelphia,PA (U.S.)Name ofProgramHealth ScholarsProgram (HSP)Type ofCommunity andLocationCommunityHealth centerserving a Latinoimmigrantpopulation.Local.Duration ofTrainingTraining, total:9 month pilotcourseCL section: Atleast urricular(studentselection);Medicine andother healthprofessions.Student Makeup(level, number ofstudents)Level:Undergraduatestudents.Number: 12students in firstcohortFrameworks(theoretical andpedagogical)TF: INAPF:Multidisciplinarylearning; ardSDH: 3Type ofResearch:MixedOgenchuket al., aring For KidsWhere TheyLive3 urbanschools.INA.Training, total:approx. 216 hrsCL section: 72hrs over 6 wks( 1/3 of time)as part ofpediatricclinical rotationINA;Nursing,Dentistry,Kinesiology.Level: Baccalaureate students.Number NAPREPUBLICATION COPY: UNCORRECTED PROOFSTF: Social justicePF: IPE;Communitybased learningReflection:yesGoalsOrientedtowardSDH: 0Type ofResearch:NS

AA-15ArticleParks,2015Name andLocation ofSchoolCollaborationbetween 6colleges: FiskUniversity(Nashville),KnoxvilleCollege, LaneCollege(Jackson),LemoyneOwen edicalCollege.Tennessee,U.S.Name ofProgramHBCU(historicallyBlack collegesand universities)Wellness ProjectType ofCommunity andLocationDiverseAfricanAmericancommunities .Diverselocations.Duration ofTrainingTraining, total:2 years summerprogram (3wks) implementationof ricular(studentselection);INA.Student Makeup(level, number ofstudents)Level: Undergraduate students.Frameworks(theoretical andpedagogical)TF: HealthadvocacyNumber: 326students between2007-2012PF: Communitybasedparticipatoryresearch; ServicelearningCL section:INAPREPUBLICATION COPY: UNCORRECTED PROOFSNotesReflection:INAGoalsOrientedtowardSDH: 2Type ofResearch:No

AA-16ArticleRasmor etal., 2014Name andLocation ype ofCommunity andLocationFree clinic(nondocumentedimmigrants anduninsured).Different urbancommunities.Name ofProgramINADuration ofTrainingTraining, total:2 days a weekfor 6 wks (18hrs)Obligatory/Elective,StudentProgramINA; NP.Student Makeup(level, number ofstudents)Level: Graduatestudents.Frameworks(theoretical andpedagogical)TF: Sociallearning theoryNumber: 24studentsPF: ClinicalimmersionCL section: 2days a week for6 wks (18 hrs)NotesReflection:yesGoalsOrientedtowardSDH: 1Type ofResearch:MixedSabo et al.,2015University ofArizona,Tucson, Meland EnidZuckermanCollege ofPublic Health.Arizona, U.S.5 courses with 5different namesUrban, rural,border, ding onthe course: (1)Tucson, AZ; (2)Native peoplenations; (3) USMexico borderarea; (4) Ruralcopper miningarea; (5)GreaterPhoenixmetropolitanarea.Training, total:INACL section: 1weekObligatory: 1out of 5courses forMasterstudents and2 courses forPhDstudents;Maternal andChild Health,MasterHealthbehaviorhealthpromotion.Level: Masterstudents Ph.D.students.Number: 107studentsPREPUBLICATION COPY: UNCORRECTED PROOFSTF: Health equityPF: H: 3Type ofResearch:NS

AA-17ArticleSchoon etal., 2012Sharma,2014Name andLocation ofSchoolMinnesotaStateUniversityMankato,School ofNursing.Minnesota,U.S.University ofToronto.Toronto,CanadaName ofProgramINAINAType ofCommunity andLocationFoot care clinicwithin an innercity homelessshelter.Local.St. Michael’sHospital (15%of ERconsultationsand 3-4% ofadmissions arehomelessindividuals).Local.Duration ofTrainingTraining, total:INAObligatory/Elective,StudentProgramINA; Publichealthnursing.CL section:INATraining, total:INAObligatory;Medicine.Student Makeup(level, number ofstudents)Level NA.Number: 140students in 2011Level: Residents.Number NACL section:Duringresidency at StMichael’sHospital (1 to 4months);Advocacyrounds: 4-5times/year);educationalsession and sitevisit to a shelterfor homelessmen:1 /2monthsPREPUBLICATION COPY: UNCORRECTED PROOFSFrameworks(theoretical andpedagogical)TF: Socialjustice; advocacyNotesReflection:yesPF: arningGoalsOrientedtowardSDH: disciplinarylearning;ExperientiallearningType ofResearch:NSGoalsOrientedtowardSDH: 2Type ofResearch:No

AA-18ArticleSheu et al.,2012Stanley,2013Name andLocation ofSchoolUniversity ofCalifornia,School ofMedicine.San Francisco,CA (U.S.)University ofColorado,Beth-ElCollege ofNursing andHealthScience.Colorado, U.S.Name ofProgramINAINAType ofCommunity andLocation3 student-runclinics: (1)Latino/acommunity; (2)homelesspopulation; tis BCollective).Local.A communityhomelesscenter.Local.Duration ofTrainingTraining, total:INACL section:Several hrs peryear, per monthor per week (upto student): (1)1 day/week; (2)2 2 hrs/week;(3) 2 3hrs/week)Training, total:INA: severalhrs per semesterduring 3 yearsCL section: 4—5 hrs /semesterduring 3 dicine,Nursing andPharmacy.Student Makeup(level, number ofstudents)Level: 1st yearstudents.Frameworks(theoretical andpedagogical)TF: SocioculturalawarenessNumber: About70% of the totalstudent populationPF: Student-runclinic; IPENotesReflection:INAGoalsOrientedtowardSDH: 1Type ofResearch:MixedElective;Nursing.Level: Seniorlevel traditional orsecond-degreebaccalaureatestudents.Critical SocialTheory; culturalcompetence;advocacy; socialresponsibilityNumber: 4 to 10students eachsemester of the3—year programPF: ServicelearningPREPUBLICATION COPY: UNCORRECTED PROOFSReflection:INAGoalsOrientedtowardSDH: 1Type ofResearch:NS

AA-19ArticleWard etal., 2007Name andLocation ofSchoolThe NebraskaMethodistCollege.Omaha, NE(U.S.)Name ofProgramAcceleratedcommunitybased nursingprogram (ACE)Type ofCommunity andLocationSudanese andLatinopopulations.Local.Duration ofTrainingTraining, total:5 days/weekduring ry;Nursing.CL section:INA:continuouslythroughout the15 monthsWilliams etal., 2012University ofMichigan.Michigan, U.S.Global Healthand DisparitiesPath ofExcellence(GHD PoE)INA.Different placesin Michigan orabroad.Training, total:4 years (duringmasterprogram)CL section:INAStudent Makeup(level, number ofstudents)Level: Studentswith a collegedegree in anotherdiscipline andbeing admitted tothe nursingprogram.Frameworks(theoretical andpedagogical)TF: INAPF: ServicelearningLevel: Masterstudents.Number: 35voluntary studentsin 2011GoalsOrientedtowardSDH: 3Type ofResearch:NSNumber: 25students in 2ndcohortINA;Medicine.NotesReflection:yesTF: INAPF: Longitudinalmentoredleadershiptraining tedtowardSDH: 2Type ofResearch:NoNOTES: hrs hrs; INA information not available; intl international; NA not available; NP nurse practioner; NS not systematically; PF: pedagogicalframework; TF theoretical framework; wks weeks.Key for Goals Oriented Toward SDH:3: SDH explicitly mentioned in goals of program2: indirect referral to health inequity, social justice, health advocacy, health disparities,. in goals of the program1: indirect referral to SDHPREPUBLICATION COPY: UNCORRECTED PROOFS

AA-200: no referral to SDH in the goals, but mentioned in the outcomesTABLE A-2 Literature Review Summary, Table 2Number of StudyArticleParticipantsDataArt et al.,all studentsQuant: 1 questionnaire with 222008questions and 5-point Likertscales / Qual: analysis of thefree text in the field “generalremarks”Bakshi etal., 201510Survey: 9 open-ended questionsResearch TopicStudent satisfaction withthe practical organizationof the exerciseAcquisition of the learninggoals (self-assessed by thestudents)Students’ attitudes towardprimary care andcommunity health care;and their attitude towardsthe interdisciplinarycharacter of the exerciseMain FindingsAlthough very time-consuming,this exercise is feasible /Students appreciate theinterdisciplinary character of theexercise / This exercisecontributes to the learningobjectives for the students butalso to the social accountabilityof the universityUnderstanding howstudents’ participation inthis service-learningcomponent affected theirclinical experiences andprofessional selfperceptionsAbility to apply anunderstanding of SDH toclinical encounters ( advocatefor patients) / ability to referpatients to community resources/ program helped to protect andfoster their idealismBell &Buelow,2014PREPUBLICATION COPY: UNCORRECTED PROOFSLimitations andStrengthsLimited evaluationLow number ofparticipants / selfselected / nonvalidated survey tool.Some long term effect(survey wascompleted 2 yearslater than theprogram; however,outcome is mixedwith otherexperiences)

AA-21ArticleBrown etal., 2007BusseyJones et al.,2014Number of StudyParticipants33 ( all)INADataQuant: (1) pre-service (23questions) and post-service (32questions) questionnaire:demographic data, previewwork, history volunteerexperience, 15 questionsregarding civic cultural andsocial issues, 8 questionsregarding post-graduation workplacement / (2) Retrospectivequestionnaire (9 additionalquestions about perceivedknowledge before and afterservice)Qual: Reflective writingsResearch TopicStudents’ self-reportedknowledge, self-efficacy,intentions, etc before andafter the learningexperienceQuant: Survey: “MedicalEvaluation of the courseStudent Attitudes toward theUnderserved questionnaire”(MSATU) at 0, 1 and 12months (participants andcontrol group)Qual: Semi-structuredinterviews at the end of thecourse / ongoing analysis,including an electronic databasefor longitudinal analysis ofelective participants (?)Main FindingsQuant: (1) Change in somefeelings of self-efficacy (feelingmore comfortable and postgraduation plans (6 of 23statements) / (2) Self-reportedincrease in perceived knowledgein civic, cultural and socialissues and health disparities /Qual: Impact on understandingof civic, cultural and socialissues and health disparitiesThe elective seems to attract aselected group of individualswith positive baseline attitudesabout caring for the underserved/ course was well received bythe students (increase in numberof participants over the 2 yearsof implementation) / desire ofthe participants for more socialmedicine concepts and didacticsto occur earlier in undergraduatemedical education.PREPUBLICATION COPY: UNCORRECTED PROOFSLimitations andStrengthsSelf-reportquestionnaire, only 33students / Selfselected studentsPreliminary results

AA-22ArticleClithero etal., 2013Number of StudyParticipants60 ( all)Data2 surveys: (1) service learningcourse survey : assessment ofstudents’ attitudes and skillswith respect to communityinterventions (pre postpracticum); (2) courseevaluation survey and servicelearning course survey: assesscourse organization andobjectives, adequacy of time tocomplete assignments, coursesyllabus/catalog, readings, thecommunity project andshadowing experience (post)Research TopicStudents’ evaluation ofcourseMain FindingsNo significant change instudents opinions or skills andactivities with respect tocommunity interventions;Students rated the summerpracticum highly (mainlyshadowing experiences,community activities andlearning from fellow students)De LosSantos etal., 2014PREPUBLICATION COPY: UNCORRECTED PROOFSLimitations andStrengthsProgram is adaptedbased on students’feedback (this canhave an impact on thepositive ratings)

AA-23ArticleDharamsi etal., 2010Dharamsi etal., 2010Number of StudyParticipantsSee data3DataQual: Focus groups (with 21students, 4 (of 8) facultytutors), individual open-endedinterviews (with 5 of 7participating communityorganizations) - thematicanalysis /Quant: Survey (with 21 of 36students): students’ pastexperiences with and futurewillingness to provide care tovulnerable people; theirperceptions of comfort andanticipated feelings towardproviding health care tounderserved populationsResearch TopicEducational impact ofcommunity servicelearning (impact on studentattitudes towardsdisparities in health careand the needs of vulnerablepeople)Main FindingsQual: 5 themes: (1) Importanceof witnessing to reallyunderstand the challengespeople face; (2) value oflearning experientially (planninga project in real life); (3) theimportance of buildingrelationships (learning about thevalue of communication andrespect in patient care); (4)students wanting more structureor a guide book; (5) desire to seeproject continueQuant: mostly expecting to workwith underserved populations(exceptions) / general rathercomfortable with working withthose groups (exceptions) /learning new skills andtechniques / constraints to docommunity-based volunteeractivities in the futureStudents’ journals, analyzedusing “Critical IncidentTechnique”To study the students’experiences from theirperspective, the impact ofthe ISL and criticalreflection on the students5 key themes: (1) criticalreflection enhances learning; (2)the health advocacy role can belearned (abstract concepts areeasier to understand); (3) peoplein impoverished countries arenot helpless; (4) the concept ofsocial determinants is notabstract theory; (5) experientiallearning is keyPREPUBLICATION COPY: UNCORRECTED PROOFSLimitations andStrengthsSelf-reportSmall sample, selfselection, Hawthorneeffect

AA-24Number of StudyParticipantsDataResearch TopicMain FindingsFeenCalligan,200811Students’ writingsAssessment of students’learning using the criteriaof 3 art therapy educationstandardsStudents’ biases werechallengedExperience was veryshort / Difficult toassess the discreteeffects of servicelearning andinternship experiences/ Focus is on thebenefits to studentsand not thecommunityIerardi andGoldberg,20146 creative artstherapists havingparticipated inthe summercourse in 2007 or2008Interviews (based on themesthat had emerged by examiningthe students’ weekly journals)Perceptions of the impactof BTG upon theirprofessional identityFamiliarity to work with certaingroups (e.g., adolescents); valueof interdisciplinary work, valueof lectures; effect on obtaining ajobSmall number ofparticipantsJarrell etal., 201440 in experientialgroup ( servicelearning cohorts) 130 students incontrol group:randomlyassigned to bothgroups (75completed allsurveys)Pre-post test 2 surveys: “Beliefin a Just World Scale” (JWS)and “Attitudes about Povertyand Poor People Scale”(APPPS)Students’ perceptions ofand empathy towardsindividuals living inpoverty as well as views onjustice following servicelearning assignments thatinvolved providing care tofor such individuals ascompared to othercommunity healthassignmentsThe service learning treatmentmodestly enhanced empathy andstudents’ views on justice(although mostly not statisticallysignificant), while notimproving superficialperceptions of the poor (e.g.,that poor people are ‘different’)Small number ofparticipantsArticleEzeonwu etal., 2014PREPUBLICATION COPY: UNCORRECTED PROOFSLimitations andStrengths

AA-25ArticleKassam etal., 2013Number of StudyParticipants3DataStudents’ daily self-reflections,analyzed by the students andthe course instructorResearch TopicDocumenting impact oftheir cultural learning andexperiencesMain FindingsPowerful impact on theirdevelopment as healthcareprofessionals, as members ofinterdisciplinary teams and onthe substance of their learningFocus groups and analysis ofstudent reflective journalswhich evolved into an annualexit surveyProgram evaluationInitial student reaction wasmixed:Clinical objectives not alwaysclear and not always relating tocourse content. Faculty teachingnot always consistent withexpectation.Gaining broader perspective,making a difference, gaining anapperception of the healthpromoting role of the nurse,shedding

ANNEX A . TABLE A-1 Literature Review Summary, Table 1 . Article Name and Location of School Name of Program Type of Community and Location Duration of Training . Learning (CL) section: 3 days . Obligatory for the medical students, elective for the other student