This project aimed to establish a sustainable program to offer DPT student-led community-based strength and balance classes. The project objectives were to: 1) Investigate the impact of a service-learning initiative on DPT students' perceptions of community service and their self-efficacy in engaging in such activities 2) Investigate the impact of strength and balance classes on seniors using selected outcome measures.
Six first-year DPT students and 30 senior center members participated in this study. Students led eight 45-minute exercise classes over 10 weeks at a local senior center. Pre- and post-program surveys, adapted from the Community Service Self-Efficacy Scale and Community Service Attitudes Scale, were used to assess students' perceptions of community service and self-efficacy in engaging in this teaching.
To evaluate the impact of a class intervention on senior center members, three validated outcome measures were employed pre- and post-program. These included the 30-second sit-to-stand (30 STS), Timed Up and Go (TUG), and bilateral grip strength assessments. After the final class, members also completed a course evaluation routinely used by the senior center for all programs.
Statistical analysis of student surveys, using Excel's paired t-test, revealed no significant changes in students' perceptions of community service or self-efficacy following their participation in teaching community-based strength and balance classes (p-value=0.24). However, qualitative feedback indicated that students valued the experience, highlighting improved comfort with communication skills and exercise design.
Pre- and post-course assessments were completed by the 13 senior center members who attended at least 75% of classes. There was statistically significant improvement in the 30 STS (p=3.8 x 10⁻⁵) and TUG test (p=0.04). However, no statistically significant improvement was observed in bilateral grip strength. All course evaluations showed that seniors were 'satisfied' or 'extremely satisfied' with the classes, and highlighted that the instructors were patient and friendly. Senior members also noted that the exercises were enjoyable and suggested offering additional classes.
Senior participants in student-led exercises classes expressed positive perceptions of the program, and showed improvements in two outcome measures for strength and balance. Though student outcome measures did not show significant improvement, leading the classes provided students with authentic learning experiences while addressing unmet community needs. Future research should evaluate the long-term success of such programs.
Diminished access to health care and wellness services can influence overall health and is negatively compounded by age and co-morbidities. Strength and balance interventions for seniors are foundational to wellness and preventative care. Utilizing student-led programming may be a way to enhance access to services and is an important consideration for addressing health inequities and disparities among seniors in under resourced areas.
service-learning
education
