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Facilitating learning of community-based rehabilitation through problem-based learning in higher education

Eva Chung Orcid Logo

BMC Medical Education, Volume: 19, Issue: 1

Swansea University Author: Eva Chung Orcid Logo

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DOI (Published version): 10.1186/s12909-019-1868-4

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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...

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Published in: BMC Medical Education
ISSN: 1472-6920
Published: Springer Science and Business Media LLC 2019
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URI: https://cronfa.swan.ac.uk/Record/cronfa67565
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spelling 2024-10-28T12:10:48.5166612 v2 67565 2024-09-04 Facilitating learning of community-based rehabilitation through problem-based learning in higher education 24f4ade6abb5abebab3a9b3838466101 0000-0003-4054-0645 Eva Chung Eva Chung true false 2024-09-04 HSOC 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. Journal Article BMC Medical Education 19 1 Springer Science and Business Media LLC 1472-6920 Community-based rehabilitation; Problem-based learning; Health science education; Pedagogy 21 11 2019 2019-11-21 10.1186/s12909-019-1868-4 COLLEGE NANME Health and Social Care School COLLEGE CODE HSOC Swansea University 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. 2024-10-28T12:10:48.5166612 2024-09-04T15:20:28.9390190 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Therapies Eva Chung 0000-0003-4054-0645 1 67565__32740__1ac02b70b4714fd9bbccb4ef2921849b.pdf 67565.VoR.pdf 2024-10-28T12:09:46.5960886 Output 786746 application/pdf Version of Record true © The Author(s). 2019 This article is distributed under the terms of the Creative Commons Attribution 4.0 International License true eng http://creativecommons.org/licenses/by/4.0/
title Facilitating learning of community-based rehabilitation through problem-based learning in higher education
spellingShingle Facilitating learning of community-based rehabilitation through problem-based learning in higher education
Eva Chung
title_short Facilitating learning of community-based rehabilitation through problem-based learning in higher education
title_full Facilitating learning of community-based rehabilitation through problem-based learning in higher education
title_fullStr Facilitating learning of community-based rehabilitation through problem-based learning in higher education
title_full_unstemmed Facilitating learning of community-based rehabilitation through problem-based learning in higher education
title_sort Facilitating learning of community-based rehabilitation through problem-based learning in higher education
author_id_str_mv 24f4ade6abb5abebab3a9b3838466101
author_id_fullname_str_mv 24f4ade6abb5abebab3a9b3838466101_***_Eva Chung
author Eva Chung
author2 Eva Chung
format Journal article
container_title BMC Medical Education
container_volume 19
container_issue 1
publishDate 2019
institution Swansea University
issn 1472-6920
doi_str_mv 10.1186/s12909-019-1868-4
publisher Springer Science and Business Media LLC
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Therapies{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Therapies
document_store_str 1
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description 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.
published_date 2019-11-21T08:15:47Z
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score 11.05492

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