Abstract
Community-engaged learning has been recognized as an important resource in health professions education.1 Aligned with this philosophy, the School of Pharmacy and Health Professions (SPAHP) has identified “Professional Formation and Critical Self-Reflection” and the Ignatian charism of “Women and Men for and with Others” as a core graduate outcome facilitated by community-engaged learning experiences. Exposure to underserved communities can foster health professionals’ essential skills, but explicit assessment of learning outcomes must be formalized in order for such co-curricular experiences to be valued by faculty and administrators. Several instruments have been identified that effectively assess learning dimensions during “general” service activities;2 however, no standardized instruments exist to assess the effectiveness of participation in community service activities for health professions’ students.3 Research literature indicates that such standardized measures are needed to allow transferability across professions and institutions.