Pedagogical regression through Service-learning uses dialogue and deliberation as active learning tools. Reciprocity is a consequence rooted in this engagement with diverse communities. The aim of the study was to analyse how reciprocity manifests during service-learning. Data collected from students, Grade 12 learners, radiography facilitators, and conference delegates were analysed. Students indicated that service-learning enhanced their learning through self-discovery and group interactions, but nothing academic was learned from the learners. They experienced personal growth and increased levels of social responsiveness. Grade 12 learners reported no educational exchange with the students. Radiography facilitators agreed that service-learning cultivates reciprocity through application of knowledge and elevates personal growth and social responsiveness in students. Conference delegates said that service-learning enhances the curriculum and cultivates social responsiveness in students. Reciprocity in service-learning is polygonal and needs to be redefined in terms of its equal mutualistic nature, of all communities benefitting from a broadly defined exchange.

中文翻译：

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通过服务学习进行教学回归通过重新定义互惠性来培养整体医学毕业生

通过服务学习进行教学回归将对话和审议作为积极的学习工具。互惠是植根于与各种社区互动的结果。该研究的目的是分析服务学习过程中互惠的方式。分析了从学生，12年级学习者，射线照相辅助者和会议代表那里收集的数据。学生指出，服务学习通过自我发现和小组互动来增强他们的学习能力，但是从学习者那里没有学到任何学术知识。他们经历了个人成长和社会反应水平的提高。12年级的学生报告称没有与学生进行任何教育交流。射线照相主持人一致认为，服务学习通过应用知识来培养互惠互利，并提高学生的个人成长和社会反应能力。大会代表说，服务学习可以提高课程设置，并培养学生的社会反应能力。服务学习中的互惠是多边的，需要根据其平等的互利性重新定义，所有社区都受益于广泛定义的交流。