Service-Based Learning as an Innovative Approach to Involve Undergrade Bioengineering Students in Community-Based Research Projects

Service-Based Learning (SBL) is an educational approach that integrates theory and practice by linking academic learning with the practical application of engineering skills in community service projects. In engineering education, this approach seeks to provide students with meaningful experiences that contribute to the well-being of society while developing their technical and professional skills. The aim of this project was to compare the effects of conducting a research project based on real community needs focused on solving a social problem related to the consumption of addictive substances and brain damage. This project was carried out with senior students of chemical and biotechnology engineering in collaboration with a non-governmental, non-profit organization (NGO) focused on the treatment and prevention of addictions in marginalized communities. During the winter semester of 2023, undergraduate bioengineering students with a specialization in pharmaceutics had different moments of interaction with the NGO. The students developed a research project and a supplement proposal and presented the results of their research to community members, who evaluated the functionality, the degree of innovation of the proposal, and the students' ability to disseminate scientific information in their community. Learning was determined by means of a standardized test compared to a control group. To determine motivation, the MUSIC inventory of academic motivation was applied, and a survey of community members was used to evaluate the research project. Data analysis was conducted using the Shapiro-Wilk normality test and the Mann-Whitney test. Experimental and control group exam results were compared. The results suggest that the experimental group exam result was higher (p-value = 0.002). Students reported that they felt highly motivated by the research project, especially in the categories of usefulness, success, and interest. In addition, students reported interest in continuing the research project in the future and continuing to investigate social issues. The community considered the project innovative, perceived that the students were involved in the project, and considered the research proposal useful for its users. Our results suggest that the application of SBL projects promotes the interest of students in research, enhancing theoretical knowledge, but also fosters the growth of social awareness and interpersonal abilities. Furthermore, by emphasizing the moral use of technology to enhance people's lives and solve social and environmental issues, SBL encourages social responsibility in engineers.