Date
4-7-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Christian Raby
Keywords
higher education, medical schools, preceptors, service-learning, undergraduate medical education
Disciplines
Education | Medicine and Health Sciences
Recommended Citation
Moore, Claudia, "The Experiences of Service-Learning from the Perspectives of Physician Preceptors: A Phenomenological Qualitative Study" (2026). Doctoral Dissertations and Projects. 8070.
https://digitalcommons.liberty.edu/doctoral/8070
Abstract
The purpose of this phenomenological study was to describe the lived experiences of supervising medical students for physician preceptors at service-learning sites in the mid-Atlantic region of the United States. The theory guiding this study was the experiential learning theory, posited by Dewey and refined by Kolb, concerning service-learning and undergraduate medical education. This study explored four research questions presented to physician preceptors to examine the barriers to implementing service-learning requirements at medical schools. These questions stemmed from the central research question: What are the lived experiences of supervising medical students for physician preceptors at a service-learning site? This research used a transcendental phenomenological approach and applied the interpretive framework of social constructivism. While recognizing and setting aside assumptions and biases, this study employed data triangulation and appropriate procedures for a transcendental phenomenological investigation. Data was collected using individual interviews, letter-writing, and photovoice. Data analysis followed Moustakas' recommendations for transcendental phenomenological reduction—specifically, his modification of van Kaam's analysis method. Four major themes aligned with Kolb's experiential learning revealed the sophisticated pedagogy of facilitating service-learning. The composite textural-structural description highlighted physician preceptorships as more complex and challenging than the existing literature suggests. A gap emerged between clinical teaching focus and the goals of service-learning. Findings also underscored the need for institutional support to manage preceptors' emotional toll and professional obligations, alongside genuine community partnerships.
