Educational Handbook of Digital Rehabilitation in Health Care for East African Countries

In this user guide, we want to give you an overview of this handbook. We want to share with you in what context it was developed, who the authors are, what the vision is, how you benefit from this handbook and introduce you to the content. After reading this handbook, you can navigate through the handbook and use it to your own benefit.

Let’s start with the most important point: The handbook exists as an online version and can also be downloaded as a pdf. You can download the pdf version via this link. Both versions are identical apart from a few graphical representations.

Context:

This handbook is a product of the multinational Erasmus + project RADIC (Rehabilitation for all through digital innovation and new competencies). RADIC started in March 2023 and runs until February 2026. The overall objective of the project is to contribute towards increased capacity of higher education to support and scale digital transformation in Eastern Africa, with the aim to ensure rehabilitation services for all. The project addresses the rehabilitation need for people living in East Africa with the support of digital transformation as it provides an opportunity to have more accessible and personalized models and system of rehabilitation in Eastern Africa. For more details about the project, follow this link: https://www.jamk.fi/en/project/radic

Authors:

This handbook was developed by the RADIC consortium, which consist of eight higher education institutions from Rwanda, Kenya, Tanzania mainland, Zanzibar, Finland, and Germany.

Please note that the European Commission is not responsible for the content of this handbook. More information about the Erasmus+ program: www.oph.fi/erasmusplus.

Aims of the handbook and target group:

This handbook is intended to be a dynamic resource for teachers and trainers in the field of health and social studies, providing them with the pedagogical tools they need to foster a new generation of health professionals who are able to use digital technologies to improve rehabilitation services. This Handbook is aimed at teachers and trainers who are already familiar with the concept, applications, benefits and challenges of Digital Rehabilitation in East Africa.

If you want to learn more about Digital Rehabilitation in general, take a look at the handbook “Digital Rehabilitation in East Africa”. This handbook covers the basics of the topic. You can access the handbook via the following link https://www.jamk.fi/en/project/radic/Handbook-of-digital-rehabilitation-in-health-care-for-east-african-countries

Content of the handbook:

In this handbook you will find a guideline on the following content:

• Guiding principles for teaching: providing a basic understanding of Digital Rehabilitation and explaining the competences and skills needed to successfully apply Digital Rehabilitation in practice.
• Organizational and digital resources: guideline for creating organizational prerequisites for digital teaching.
• Learning methods: exploring different learning strategies that meet different educational needs and enhance the learning experience.
• Teaching methods: methods to instruct students in the use and application of digital Rehabilitation.
• Co-creation methods: collaborative techniques that engage students and stakeholders in the co-creation of learning experiences and digital solutions.
• Assessments: tools and strategies for evaluating student progress and the effectiveness of Digital Rehabilitation interventions.
• Good pedagogical practices: good practices and exemplary models of pedagogy that have been developed by the RADIC consortium.

Navigate through the handbook:

The handbook consists of five chapters. Although the chapters do not necessarily build on each other, we recommend that you go through all chapters of the handbook in the order in which they are provided to get a comprehensive picture on how you can incorporate content on the topic of Digital Rehabilitation into teaching.

Each chapter is structured in the same way. First, the topic of the chapter is explained in a brief introduction. This is followed by the main content of the chapter. At the end, all chapters have a list of references. 

Finally, yet importantly - please read the following terms of use:

The handbook is accessible to everyone and can be used free of charge. However, the whole handbook is licensed by CC-BY-SA 4.0, unless otherwise specified. This applies to the web-version and pdf-version of this handbook.

That means that you are allowed to copy and redistribute the material in any medium or format for any purpose, even commercially. You are allowed to remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms if you follow the license terms.

The terms look as follows:

1. Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Now you are perfectly prepared to read and work with the handbook!

In case you have questions or suggestions concerning this handbook, please contact us via: https://www.jamk.fi/en/project/radic/radic-contact-information

Your RADIC consortium

Almulla, M.A. (2020). The effectiveness of the project-based learning approach (PBL) approach as a way to engage students in learning. Sage Open,10(3), 1-15

Arnold, P., Kilian, L., Thiliiosen, A., Zimmer G. (2015) Handbuch E-Learning. Lehren und Lernen mit digitalen Medien. 4. erweiterte Auflage. Bertelsmann Verlag, Bielefeld.

Arntz A, Weber F, Handgraaf M, Lällä K, Korniloff K, Murtonen KP, et al. Technologies in Home-Based Digital Rehabilitation: Scoping Review. JMIR Rehabil Assist Technol. 2023 Jul 27;10:e43615. 

Baig, M.I., Yadegaridehkordi, E. Flipped classroom in higher education: a systematic literature review and research challenges. Int J Educ Technol High Educ 20, 61 (2023). https://doi.org/10.1186/s41239-023-00430-5

Boud, D., Cohen, R., & Sampson, J. (2014). Peer Learning in Higher Education: Learning from & with Each Other. Routledge.

Boud, D. (1995). Enhancing learning through self-assessment. Routledge.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

Brown, S., & Knight, P. (1994). Assessing learners in higher education. Kogan Page.

Bringle, R. G., & Hatcher, J. A. (1996). Implementing service learning in higher education. The Journal of Higher Education, 67(2), 221-239.

Collins, J. (2004). Education techniques for lifelong learning: principles of adult learning. Radiographics 24 (5), p. 1483-9.

Craig AB. What is augmented reality? In: Craig AB, editor. Understanding Augmented Reality: Concepts and Applications. Burlington, MA, USA: Morgan Kaufmann; 2013:1-37

Dahal, A., & Bhat, N. (2023). Self-Directed Learning, its Implementation, and Challenges: A Review. Nepal Journal of Health Sciences, 3(1), 102–115. https://doi.org/10.3126/njhs.v3i1.63277

De Andrade Gomes, J., Braga, L.A.M., Cabral, B.P. et al. Problem-Based Learning in Medical Education: A Global Research Landscape of the Last Ten Years (2013–2022). Med.Sci.Educ.34, 551–560 (2024). https://doi.org/10.1007/s40670-024-02003-1

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.

Díaz, V., Brown, M., & Klingbeil, G. (2010). Faculty Learning: A Comprehensive Approach to Evaluating and Improving Teaching. International Journal of Teaching and Learning in Higher Education, 22(2), 262-271.

Eyler J, Giles DE. Where’s the learning in service-learning? Chichester, Inglaterra: John Wiley & Sons; 1999.

Farrell, T. S. (2013). Reflective practice in ESL teacher development groups: From practices to principles. Palgrave Macmillan.

Flecky K. Service learning in Occupational Therapy Education. Flecky K, Gitlow L, editores. Jones and Bartlett; 2011.

Gade S, Chari S. (2013). Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students. Adv Physiol Educ. 37(4):356-60. doi: 10.1152/advan.00076.2012. PMID: 24292913

Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. John Wiley & Sons.

Gartmeier, M., Pfurtscheller, T., Hapfelmeier, A. et al. (2019). Teacher questions and student responses in case-based learning: outcomes of a video study in medical education. BMC Med Educ 19, 455. https://doi.org/10.1186/s12909-019-1895-1

Govindasamy, T. (2001). Successful implementation of e-learning: Pedagogical considerations. The internet and higher education, 4(3-4), 287-299.

Graham, C. R. (2006). Blended Learning Systems: Definition, Current Trends, and Future Directions. In Bonk, C. J., & Graham, C. R. (Eds.), Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 3-21). Pfeiffer.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.

Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching & Learning Practice, 9(1).

Irby DM. (1994). Three exemplary models of case-based teaching. Acad Med.; 69(12):947-53. 

Ismail, S.M., Rahul, D.R., Patra, I. et al. Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Lang Test Asia 12, 40 (2022). https://doi.org/10.1186/s40468-022-00191-4

Kerres, M. (2016). E-Learning vs. Digitalisierung der Bildung: Neues Label oder neues Paradigma? In: Hohenstein, Andreas & Wilbers, Karl (Hg.): Handbuch E-Learning, Fachverlag Deutscher Wirtschaftsdienst, Köln. 

Kiemer K, Gröschner A, Pehmer A-K, Seidel T. (2014). Teacher learning and student outcomes in the context of classroom discourse. Findings from a video-based teacher professional development programme. Form@re. ;2:51–62.

Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. FT Press.

Laal, M., Ghodsi, S. (2012). Benefits of collaborative learning. Procedia – Social and Behavioral Sciences, 31, p. 486-490

Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.

Punie, Y. (Ed.) (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union, Luxembourg. https://publications.jrc.ec.europa.eu/repository/handle/JRC107466

Radic-Project (2024) Handbook of Digital Rehabilitation in Health Care for East African countries, Chapter 1. Erasmus+Project. 

Raij, K. (2013). Learning by Developing in Higher Education, Journal of Education Sciences. Issue II, 6- 21. Eötvös Loránd University, Faculty of Education and Psychology.

Salmon, G. (2013). E-tivities: The Key to Active Online Learning. Routledge.

Sauter, A. M., Sauter, W., & Bender, H. (2004). Blended Learning. Effiziente Integration von E-Learning und Präsenztraining. Luchterhand, Neuwied.

Schon, D. A. (1987). Educating the Reflective Practitioner. Jossey-Bass.

Thistlethwaite JE, Kidd JM, Davies D, Purkis J, Matthews P, Ekeocha S. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach.; 34(6):e421–44. 

Tynjälä, P. (2008). Perspectives into Learning at the Workplace. Educational Research Review 3, 130–154. 

Van Lankveld, w., Maas, M., van Wijchen, J., Visser, V., Staal, B. (2019). Self-regulated learning in physical therapy education: a non-randomized experimental study comparing self-directed and instruction-based learning. BMC Medical Education. https://doi.org/10.1186/s12909-019-1484-3

Vuorikari, R., Kluzer, S., Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens, EUR 31006 EN, Publications Office of the European Union, Luxembourg,  https://publications.jrc.ec.europa.eu/repository/handle/JRC128415

World Health Organization (WHO) 2015. Capturing the difference, we make. Community-based rehabilitation indicators manual.  WHO Library Cataloguing-in-Publication Data

World Health Organization (WHO) 2020.  Rehabilitation Competency Framework. Geneva. CC BY-NC-SA 3.0 IGO.

Yew, E., Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), p. 75-79

Young, C., & Perović, N. (2016). ABC Learning Design: Learning Design Research and Practice, 33(2), 101-120.

Zanjani, N., Edwards, S., Nykvist, S., Geva S. (2017). The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector. Australasian Journal of Educational Technology, 33(1) p.19-34.