By Hsiang-Chin Hsu & Tzu-Ching Sung 

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.

By Joanna Jamel

The aim of this thesis is to examine the under-researched subject of male rape from a social constructionist perspective across a variety of contexts. First, the three studies which were conducted are contextualised by providing a critical review of the available literature on male rape; from the embryonic stages of male rape research within penal institutions through to its evolution from clinical to community-based studies. Second, the findings of the study on the specialist police response, (particularly that of the Sexual Offences Investigative Technique Officers) to male and female rape victims is explored using a thematic analysis. Few male rape cases were reported to the police but those that were suggested that more training is required about the complexities of male rape in relation to the psychological sequelae; and its impact on the survivors’ masculinity. These factors may influence the male survivor’s behaviour on reporting, and affect the police response received. It was also noted that male and female rape myths were pervasive in the police responses and influenced survivors’ decision to report. Third, the incidence of client-perpetrated rape of male sex workers is investigated by employing an adapted form of grounded theory. It was found that in contrast with female sex work, sexual violence within the commercial male sex industry is reported to be rare. Fourth, whether the print media provided a gender-biased representation of rape victims as identified by the journalistic tone and the influence of the gender of the journalist and/or rape victim were investigated. It was found that contrary to the historical myth-laden and victim-blaming portrayal of female rape victims in the press (circa thirty years ago which would parallel the current time frame regarding the awareness of male rape), a sympathetic tone is evidenced in the male rape cases reported.

University of Leicester, November 2008