Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong.
BMC Med Educ. 2019 Nov 21;19(1):433. doi: 10.1186/s12909-019-1868-4.
The 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.
Part 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.
One 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.
Through the new protocol, the students were equipped with active learning, critical thinking, and problem-solving skills that should facilitate success in CBR.
社区康复（CBR）人员的素质是 CBR 项目成功的关键因素之一。将知识和实践技能整合到学习过程的各个阶段对于社区康复至关重要。基于问题的学习（PBL）是一种教学策略，它使用现实世界的情况作为发展知识和解决问题能力的基础。通过 PBL，学习者在现实世界的情况下被引导和促进承担积极的解决问题的角色。本研究开发并测试了一个框架和 PBL 协议，用于在高等教育中教授社区康复（CBR）。
本研究的第一部分侧重于开发一个框架和 PBL 协议。该协议的初始框架是基于对相关文献的回顾形成的。具体的指导方针被划定，以描述教学和学习的应用、过程和交付。PBL 在三门 CBR 相关课程中实施。学生通过自主学习过程，在通过各个 PBL 阶段时，被促进学习 CBR。每个小组的累计努力都使用电子档案进行编译、记录和展示。在第二部分，使用案例研究方法评估使用这种新学习模式的过程和结果，以检查该协议的效果。通过焦点小组访谈、问卷调查和详细检查电子档案进行评估。
从三门 CBR 相关课程中招募了 133 名学生。PBL 被认为是一种有效的、现实的和实用的方法，可以在 CBR 中进行批判性思维。通过使用真实案例或示例来涵盖与上下文相关的材料，解决了实用性问题。参与者积极参与学习过程，他们的 CBR 能力得到了提高。
通过新的协议，学生具备了积极学习、批判性思维和解决问题的技能，这应该有助于他们在 CBR 中取得成功。
