Abstract:

Motivation is a key element in the current educational model, as it significantly influences teaching-learning situations, impacts academic success, and generates noteworthy consequences. Existing literature suggests that emerging and globalizing pedagogical models, such as Service-Learning (SL), can modulate student motivation. Studies framed within the Self-Determination Theory (SDT) have explored and explained the conditions of the social environment that affect human motivation, psychological well-being, and personal flourishing in various contexts, including the university. However, there is limited evidence on the potential connection between SL and SDT.

Empathy has been described as a crucial component of professionalism in clinical practice, as it is essential for the successful interaction between therapists and patients. Consequently, practices that enhance empathy in physiotherapy students should be incorporated by professors using methodologies like SL. Cultivating empathy in students is crucial, as it significantly influences their capacity to connect with patients and provide effective care.

This study aimed to examine the effect of an SL-based model compared to a “traditional” model on Basic Psychological Needs (BPN), motivation, Academic Engagement (AE) and empathy.

The teaching innovation project involved 3rd-year Physiotherapy students at the Universitat de València (UV). Students were assigned to either a traditional or SL group using convenience sampling. The SL group had real contact with patients, visiting two health centers to conduct prevention and health promotion activities for vulnerable elderly individuals. Before and after the intervention, students completed questionnaires measuring BPN, motivation, AE and empathy. A two-factor analysis of variance was conducted, with one between-subjects factor (group) and one within-subjects factor (time). In case of interaction, simple effects were analyzed for between-group differences at each time point and within-group differences in each group. The critical value was set at p <= .050.

Eighty-three 3rd-year physiotherapy students from UV, aged between 20 and 41 years (M = 22.16, SD = 4.06), participated in the study. The results showed a significant interaction (p <= .005) between time and group in Intrinsic Motivation Stimulating Experiences (IMSE), AE Dedication, and empathy Walking in Patient’s Shoes (WPS). Regarding IMSE, there was an increase (0.56 [CI = 0.26, 0.86]; p < .001) in the control group, with no change in the experimental group (-0.08 [CI = -0.40, 0.24]; p = .663). Conversely, there was an increase in AE Dedication in the experimental group (0.27 [CI = 0.05, 0.50]; p = .018) and no change in the control group (-0.17 [CI = -0.39, 0.04]; p = .107). Similarly, empathy (WPS) increased after the intervention in the experimental group (0.72 [CI = 0.42, 1.01]; p < .001), with no change in the control group (0.11 [CI = -0.17, 0.38]; p = .450).

This study provides preliminary evidence of the impact of SL on the BPN, motivation, AE and empathy in physiotherapy students at UV. However, further research with more homogeneous and randomised groups is required to further investigate these results. It is recommended that future research explores the underlying mechanisms of this relationship and considers strategies to maximise the benefits of SL in undergraduate teaching.

Keywords:

Service-Learning, Self-Determination Theory, Motivation, Academic Engagement, Empathy.