Impact of service learning on transversal skills development in rehabilitation careers: a scoping review

Background: Evidence-Based Medical Education guides methodological choices to ensure effectiveness in formative processes. There is evidence that proves the development of transversal skills in undergraduate students of occupational therapy, physiotherapy and speech therapy through the Service-Learning methodology. However, this evidence has not been adequately systematized, which prevents us from clearly finding the skills most promoted through this approach. Therefore, it is essential to explore the development of these skills in students, thus justifying the relevance of this methodology in their training. Method: A scoping review was conducted in four databases (PubMED, ERIC, LILACS and Web of Science), applying the SANRA scale to evaluate the quality of narrative analysis and the CASP protocol for thematic analysis. Results: Of 248 articles found, 23 met the inclusion criteria, of which more than 50% met high quality standards. The most outstanding skills developed through service learning were teamwork, professional role identification, intercultural skills, self-efficacy, critical thinking, and global competencies. Discussion: The findings suggest that, under specific conditions, service learning not only promotes key transversal skills, but also enhances critical competencies for professional performance in the areas of occupational therapy, physiotherapy, and speech therapy. However, challenges persist in the uniform implementation of this methodology, which highlights the importance of protocols that ensure their effectiveness and sustainability. Conclusions: Service-Learning methodology, applied strategically, facilitates the development of essential transversal skills for students in rehabilitation careers. The design of clear implementation protocols that improve its application and maximize its benefits in the educational and professional environment is recommended.