Sevice-learning in Physiotherapy and Heart Transplantation and Acute Coronary Syndrome

Study Overview
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Brief Summary
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A service-learning programme in physiotherapy students will be performed. 30 physiotherapy students will be randomly assigned to an intervention group (n=16) or to a control group (n=16). Intervention group will perform a service-learning program with real patients with heart transplantation, and will have to perform a physical therapy program adapted to a real patient. Two meetings will be performed in order to establish groups, explain the project and search information based on evidence in scientific databases. In addition, three meetings with patients will be stated in order to establish the adapted program based on the real patient's needs and characteristics. The control group will have to perform a physiotherapy program without meeting real patients.

Detailed Description
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This study aims at determining the effect of a Service-Learning program on knowledge, ethical sensitivity and acquired transversal competences. On the other hand, we aim at evaluating the service performed, the skills acquired, the participation, the degree of participatory evaluation and the level of satisfaction of the intervention group. All variables will be measured with validated scales or questionnaires. Both groups will have to describe the specific characteristics of the program, different phases of the process, types of exercises recommended, contraindications, safety ranges with respect to the intensity of the exercise, ways of calculating the intensity and self-control. Likewise, they will have to defend the usefulness and duration of the final product through an oral presentation of the program to the patients themselves. Finally, the possible doubts that should exist will be solved.

Official Title
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The Effects of Sevice-learning in Physiotherapy Students: Exercise Program for Patients With Heart Transplantation and Acute Coronary Syndrome

Conditions
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Heart Transplantation

Intervention / Treatment
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* Other: Service-learning program


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Physiotherapy students Exclusion Criteria: Prior courses on cardiac rehabilitation

Ages Eligible for Study
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Minimum Age: 20 Years
Maximum Age: 40 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Treatment
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Service-learning group<br>Intervention group will perform a service-learning program with real patients with heart transplantation and coronary syndrome, and will have to perform a physical therapy program adapted to a real patient. Two meetings will be performed in order to establish groups, explain the project and search information based on evidence in scientific databases. In addition, three meetings with patients will be stated in order to establish the adapted program based on the real patient's needs and characteristics. | Other: Service-learning program<br>* Intervention group will perform a service-learning program with real patients with heart transplantation, and will have to perform a physical therapy program adapted to a real patient. Two meetings will be performed in order to establish groups, explain the project and search information based on evidence in scientific databases. In addition, three meetings with patients will be stated in order to establish the adapted program based on the real patient's needs and characteristics.<br>|
| No Intervention: Control group<br>Control group will perform a physical therapy program for heart transplantation and coronary syndrome, but without meeting real patients. One meeting will be performed in order to establish groups and search information based on evidence in scientific databases. | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Ethical sensitivity | Ethical sensitivity Questionnaire, composed of of 9 items with six possible responses (Likert scale from 1, indicating total disagreement, to 6, indicating total agreement). The minimum score is 9 and the maximum score is 54. The more score, the more ethical sensitivity. Cronbach's alpha=0.76 | baseline | 
| Ethical sensitivity | Ethical sensitivity Questionnaire, composed of of 9 items with six possible responses (Likert scale from 1, indicating total disagreement, to 6, indicating total agreement). The minimum score is 9 and the maximum score is 54. The more score, the more ethical sensitivity. Cronbach's alpha=0.76 | 3 months | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Service performed (by the students of the experimental group) | Service-learning Questionnaire, using the part of the questionnaire about service | 3 months | 
| Skills acquired (by the students of the experimental group) | Service-learning Questionnaire, using the part of the questionnaire about skills | 3 months | 
| Participation (of the students of the experimental group) | Service-learning Questionnaire,using the part of the questionnaire about participation | 3 months | 
| Degree of participatory evaluation (of the students of the experimental group) | Questionnaire of Participatory evaluation, Service-learning and university | 3 months | 
| Level of satisfaction (of the students of the experimental group) | ad-hoc satisfaction questionnaire | 3 months | 
| Knowledge on physiotherapy in heart transplantation | A 10-question test exam will be created ad-hoc | baseline | 
| Knowledge on physiotherapy in heart transplantation | A 10-question test exam will be created ad-hoc | 3 months | 
| Acquired transversal competences | Questionnaire of Higher education, transversal skills and gender, consisted of 6 items about gender and competencies (Likert scale of 7 points: level 4 was set as neutral, scores above 4 were considered positive, and those below 4 were taken as negative scores) | baseline | 
| Acquired transversal competences | Questionnaire of Higher education, transversal skills and gender, consisted of 6 items about gender and competencies (Likert scale of 7 points: level 4 was set as neutral, scores above 4 were considered positive, and those below 4 were taken as negative scores) | 3 months |