Associations between normative personality traits and impairments in personality functioning in a clinical adolescent sample.

Despite changes in medical education, endorsing the ancient values of the Hippocratic Oath has remained a constant for seventy years. This oath underscores a physician’s commitment to society, prioritizing the health and well-being of communities. One meaningful way to instill and emphasize these values during training is through service-learning. According to Stewart and colleagues, service-learning is a structured educational experience that integrates community service with preparation and reflection. It involves active participation in thoughtfully organized experiences that (1) address community needs, (2) coordinate efforts between schools and communities, (3) integrate with the academic curriculum, (4) dedicate time for reflection, (5) apply skills and knowledge, (6) extend learning opportunities, and (7) develop a genuine sense of care for others. Numerous studies have demonstrated that engagement in service-learning is associated with increased levels of empathy, a more comprehensive understanding of community health dynamics, and an enhanced commitment to the physician’s role in serving medically underserved populations. These qualities (empathy, community, and commitment) are central to the professional identity of a physician. Moreover, when comparing students who participate in community service work with those who do not, research consistently shows that students who engage in service hold more favorable attitudes and greater intention to work with the underserved. Recognizing the transformative potential of service-learning, the Liaison Committee on Medical Education (LCME) has incorporated it into accreditation standards. Standard 6.6 requires that medical schools “provide sufficient opportunities for, encourage, and support medical student participation in service-learning and/or community service activities.”