Examining the role of service-learning on development of professionalism in doctor of physical therapy students: a case report.

Service-learning (SL) is a pedagogical tool that has several purported benefits. In the health sciences, we have established an integrated curricular SL thread that includes self-contained course experiences and the provision of pro bono physical therapy services in on- and off-campus Service-Learning Clinics (SLC). SL is integrated across the curriculum through four SL courses. Student provision of pro bono services is the centerpiece of the SL course series with students providing patient management in on- and off-campus clinics. The purpose of this case report is to examine how participation in the off-campus SLC may impact the development of professionalism in a sample of eight students. In this project, student perceptions of the role of the off-campus SLC experiences in the development of professionalism and core values were assessed through three methods: student interviews, completion of the physical therapy Core Values Self-Assessment form, and analysis of student reflection papers. Students reported core values compassion/caring and accountability most frequently in the context of their off-campus SL experiences. Student responses suggest SL is a beneficial learning model in providing a framework to the curricular emphasis on professionalism. While the role of SL in the development of professionalism and core values is not entirely clear, this pedagogical model appears to have a positive impact on the professional education of these students.