Journal article 122 views 15 downloads
Facilitating learning of community-based rehabilitation through problem-based learning in higher education
BMC Medical Education, Volume: 19, Issue: 1
Swansea University Author:
Eva Chung
-
PDF | Version of Record
© The Author(s). 2019 This article is distributed under the terms of the Creative Commons Attribution 4.0 International License
Download (768.31KB)
DOI (Published version): 10.1186/s12909-019-1868-4
Abstract
BackgroundThe quality of community-based rehabilitation (CBR) personnel is one of the key factors that contributes to the success of CBR programs. Integrating knowledge and practical skills in various stages of the learning process is essential in community-based rehabilitation. Problem-based learni...
| Published in: | BMC Medical Education |
|---|---|
| ISSN: | 1472-6920 |
| Published: |
Springer Science and Business Media LLC
2019
|
| Online Access: |
Check full text
|
| URI: | https://cronfa.swan.ac.uk/Record/cronfa67565 |
| Abstract: |
BackgroundThe quality of community-based rehabilitation (CBR) personnel is one of the key factors that contributes to the success of CBR programs. Integrating knowledge and practical skills in various stages of the learning process is essential in community-based rehabilitation. Problem-based learning (PBL) is a pedagogical strategy that uses real-world situations as the basis for developing knowledge and problem-solving skills. Through PBL, learners are guided and facilitated in assuming active problem-solving roles in real-world situations. This study developed and tested a framework and a PBL protocol for use in teaching community-based rehabilitation (CBR) in higher education.MethodsPart I of this study focused on the development of a framework and a protocol for PBL. An initial framework for the development of this protocol was formed based on a review of relevant literature. Concrete guidelines were delineated to describe the application, process, and delivery of teaching and learning. PBL was implemented in three CBR related courses. Students were facilitated to learn CBR in passing various stages of PBL through a self-directed learning process. The cumulative efforts of each group were compiled, recorded, and displayed using e-portfolios. In Part II, the processes and outcomes of using this new learning mode were evaluated using a case study approach to examine the protocol’s efficacy. Focus group interviews, a questionnaire, and a detailed examination of the e-portfolios were administered for evaluation.ResultsOne hundred thirty-three students from three CBR related courses were recruited. PBL was regarded as an effective, realistic and practical method that enables critical thinking in CBR. Practicality was addressed by covering context-related materials with the use of real cases or examples. Participants were actively engaged in the learning process and their CBR competence was enhanced.ConclusionsThrough the new protocol, the students were equipped with active learning, critical thinking, and problem-solving skills that should facilitate success in CBR. |
|---|---|
| Keywords: |
Community-based rehabilitation; Problem-based learning; Health science education; Pedagogy |
| College: |
Faculty of Medicine, Health and Life Sciences |
| Funders: |
This study was supported by the Teaching Development Seed Fund of the Department of Special Education and Counselling at the Education University of Hong Kong. |
| Issue: |
1 |