Abstract
Background: Six universities in Taiwan provide courses for training students to become audiologists. Most courses have compulsory subjects for national examinations, and there are on-campus and off-campus practice courses. However, the gaps between students' theory and practical abilities still exist. Purpose: The present study aims to investigate the effectiveness of the problem-solved learning (PBL) method combined with community-based rehabilitation (CBR) in university training courses for students enrolled in audiology. Methods: The study used participatory action research connected to SDG 3, 4, and 11. 12 students participated in the course. The course content is divided into three sections: preparation (1–7 weeks), action (8–17 weeks), and final stage (the last week). In the preparation stage, students need to set learning goals, find ways to connect with the community, clarify roles in activities, and design assessment tools. In the action stage, 8 weeks of activities were arranged. In the final week, students and the community share their feelings and give suggestions for future activities. Results: The results show that students' course participation increased, with mid-term professional skills assessment reaching over 80%, activity execution participation and correct information provision reaching 80%, learning behavior self-evaluation reaching 95%, and final learning effectiveness reaching 92%. Community satisfaction reaches 97%, and demand compliance reaches 80%. Conclusion: The study revealed that combined PBL and CBR improved student's practical ability and the connection between school and community.
Author Information
Chun-Yi Lin, Asia University, Taiwan
Pei-Chen Liu, Asia University, Taiwan
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