Abstract:

Introduction:
In the pursuit of improved academic outcomes and elevated student satisfaction, we explore innovative teaching methodologies such as photo-voice and photo-elicitation, emphasizing active student engagement. Photo-voice is a method that combines photography and narratives, enabling students to visually and verbally express their experiences and viewpoints. This approach empowers students to share their stories, offering unique insights into complex topics like professional ethics.
On the other hand, photo-elicitation uses images to stimulate discussions and reflections aiming to promote critical thinking, facilitate dialogue, and deepen students' understanding of professional ethics.
These methods may be considered unconventional in physiotherapy education but they underscore our commitment to exploring innovative teaching approaches. Our primary objective is to enhance the learning journey by incorporating these techniques.

Methodology:
The educational intervention comprises several key components, including:
1) A one-hour didactic lecture attended by 140 students.
2) An additional hour dedicated to exposing students to audio and video content featuring real patients with heart-related conditions, aiming to stimulate reflective thinking and discussions among the students.
3) An interactive one-hour session where students engage with real heart patients, fostering empathy and ethical sensitivity—critical attributes for future physiotherapists.
4) A 30-minute guided debate, enabling students to actively discuss and dissect the topics introduced in the program-
5) Encouraging students to independently create multimedia content related to the subject matter to reinforce their understanding.
6) Culminating in a one-hour debate where students share their experiences and lessons learned throughout the process.

Results:
To assess the impact and outcomes of the project, we will follow a structured approach. First, an ad-hoc questionnaire will be administered to collect academic and sociodemographic information from the participants. Second, a validated questionnaire, the "Interpersonal Reactivity Index," will be used to measure interpersonal empathy among the participants. Additionally, a validated "Student Engagement Questionnaire" will be employed to gauge student engagement. Lastly, feedback from the participants will be collected through a satisfaction questionnaire. This feedback will provide valuable insights and suggestions for project improvement, ensuring its ongoing effectiveness.

Conclusions:
The project is expected to significantly enhance cross-cutting competencies related to professional ethics. Students will engage with individuals diagnosed with heart conditions, applying ethical sensitivity and empathy in their physiotherapy practice. Additionally, this approach is anticipated to improve various skills, including organization, communication, and the development of strong patient-therapist relationships, thereby enriching the overall educational experience.

Keywords:

Photo-voice, photo-elicitation, innovative teaching methodologies, professional ethics, physiotherapy education, academic outcomes, student satisfaction, interpersonal empathy, student engagement, educational intervention, multimedia content, patient-therapist relationships, ethical sensitivity, cross-cutting competencies.