Interpersonal social responsibility model of service learning: A longitudinal study

Abstract

Background: Service-learning (SL) is commonly used in Occupational Therapy (OT) programs worldwide as a community placement educational strategy. However, most SL models are not clearly defined in terms of both methodology and learning outcomes.

Objectives: This longitudinal study explores a structured model of Service-Learning (Interpersonal Social Responsibility-Service Learning: ISR-SL) aimed towards the development of professional identity among OT students. Based on OT students experiences from the end of the course through later stages as mature students and professionals.

Material and methods: A qualitative research design was used to explore the perceptions and experiences of 150 first, second, and third-year OT students and graduates who have participated in ISR-SL during their first academic year.

Results: Our findings suggest that the structured, long-term relationship with a person with a disability in the natural environment, which is the core of the ISR-SL, allowed students to develop a professional identity based on seeing the person as a whole and recognizing his/her centrality in the therapeutic relationship.

Conclusions and significance: This study suggests ISR-SL as future direction or next step for implementing SL in OT and other healthcare disciplines programs.

Keywords:

• Professional identity
• service learning
• therapeutic relationships

Acknowledgements

The authors would like to thank the occupational therapy program students for their time and contributions to this study.

Disclosure statement

The authors declare no conflict of interest.