Cross-cultural service learning in a juvenile correctional school: a qualitative analysis of international medical students’ reflections

This study investigates the impact of a service-learning activity on the personal and professional development of 28 international medical students at I-Shou University, focusing on their participation in a service-learning project at a juvenile correctional school in Taiwan. Through the collection and thematic analysis of written reflections, four key themes were identified: cultural competence, empathy development, medical professionalism, and personal and professional growth. The service-learning experience significantly enhanced students’ cultural competence by exposing them to cross-cultural challenges, deepening their understanding of the social determinants of health, and reinforcing the importance of communication skills in overcoming language and cultural barriers. This is particularly relevant in diverse healthcare settings where effective communication is essential for patient-centered care. A notable outcome of the activity was the development of empathy, as students reflected on the emotional needs of the juveniles they encountered, highlighting the critical role of non-judgmental, compassionate care in healthcare practice. Furthermore, the experience fostered medical professionalism by confronting students with ethical dilemmas, such as equitable access to healthcare for marginalized populations, thus emphasizing the responsibility of future physicians to advocate for social justice and address healthcare disparities. Personal and professional growth emerged as another significant outcome, with students reporting increased self-awareness and emotional intelligence. The service-learning activity challenged their preconceived notions about marginalized populations, enabling them to recognize and mitigate personal biases, ultimately contributing to more compassionate and ethical patient care. Overall, the study underscores the transformative role of service-learning in medical education, fostering cultural competence, empathy, ethical awareness, and social responsibility—qualities essential for preparing socially responsible physicians to navigate healthcare. These findings collectively bridge theory and practice, illustrating how transformative learning and professional identity formation manifest through experiential service-learning. Accordingly, this study emphasizes integrating service-learning into medical education curricula to bridge theory and practice and equip students for ethical, cultural, and professional challenges. Future research should explore its long-term impact on professional development and broader curricular integration.