Effect of Service-Learning on Knowledge About Older People and Faculty Teaching Evaluations in a Physical Therapy Class

Abstract

ABSTRACT The major purpose of this study was to identify the knowledge, misconceptions, and bias regarding aging among graduate physical therapy students and to determine whether service-learning modified any of these variables. A cohort of 40 students in a graduate physical therapy program was randomly divided into an experimental (service-learning) or control (no service-learning) group. General knowledge and attitudes about aging were measured by Palmore's Facts on Aging Quiz I. The Wilson Student Evaluation of Faculty tool measured student evaluations of a faculty member at the end of the semester. Two-way analyses of variance with repeated measures revealed that all students increased their knowledge about aging, p < .05. However, students who initially had negative attitudes toward older adults significantly improved their attitudes only after the service-learning experience, p < .05. A t-test revealed that teaching evaluation scores were significantly lower in the service-learning course, p < .05. The results suggest that service-learning effectively enhanced both the knowledge and attitudes of physical therapy students toward the older adult. Although service-learning imparted better learning for the student, there was some risk to the faculty member as evidenced by lower teaching evaluations.