Facilitating learning of a right-based approach for community practice in higher education

Education on human rights will enable students in health science related programmes to address societal inequalities that limit participation of people with disabilities Integrating knowledge and practical skills in various stages of the learning process is essential in the learning of a right-based approach to inclusion. Problem-based learning (PBL) is a pedagogical strategy that uses real-world situations as the basis for developing knowledge and problem-solving skills (Hajrulla, 2014). Through PBL, learners are guided and facilitated in assuming active problem-solving roles in real-world situations. This study developed and tested a new learning mode in health science education by incorporating PBL and e-portfolios. Part I of this study focused on the development of a protocol for PBL. An initial framework for the development of this protocol was formed based on a review of relevant literature and current practices. Concrete guidelines were delineated to describe the application, process, and delivery of teaching and learning. The new learning mode was implemented in two courses. Students were facilitated 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. In total, 72 students from the aforementioned two courses were recruited. Focus group interviews, a questionnaire, and a detailed examination of the e-portfolios were administered for evaluation. Through the new protocol, the students were equipped with active learning, critical thinking, and problem-solving skills that should facilitate the actualization of a right-based approach to inclusive practice. Copyright © 2019 ICEDU.