Designing international recognised curricula in Occupational Therapy 国际认证的作业治疗课程设计 Nils Erik Ness WFOT PCo Standards and Q...
Greetings and congratulations from WFOT executive management team 来自 WFOT 行政管理团队的问题和祝贺
Content 内容 <ul><li>Disability and rehabilitation 残疾与康复 </li></ul><ul><li>Occupational Therapy 作业治疗 </li></ul><ul><li>Occup...
<ul><li>Usually people live in harmony with their environment,  通常人与所居住的环境相协调 </li></ul><ul><li>we perform daily activitie...
Disability is the gap;  残疾是隔阂 the mismatch between  the person and the environment 人与环境不相和谐
Rehabilitation is closing the gap   康复可以消除这个隔阂 Prevention & Health promotion is making sure the gap does not happen  预防 & ...
What  occupational therapy  may offer for rehabilitation 作业治疗能为康复做什么
Occupational therapy is based on knowledge and competencies related to: 作业治疗是建立在以下相关的知识和能力基础上的 <ul><li>The person  functio...
Occupational therapy is based on knowledge in 作业治疗的知识基础包括 <ul><li>Person & function 人 & 功能 </li></ul><ul><ul><li>Anatomy, ...
Occupational therapy  is based on competences in 作业治疗的资质基础包括 <ul><li>Occupation  as media and aim for intervention 作业是预防的手...
Occupational therapy education  must include knowledge and competences in: 作业治疗教育包括以下知识和能力 <ul><li>Person 人 </li></ul><ul>...
Developing international approved OT curriculum includes: 、 开发国际认可的 OT 课程包括 <ul><li>A combination of  </li></ul><ul><li>Lo...
Designing curricula is a complex process 课程设计是一个复杂的过程
Designing curricula 课程开发 Tuning advices:“ 调整”建议 <ul><li>Definition of degree profile 专业学位特征的定义 </li></ul><ul><li>Indicatio...
Definition of degree profile 学位特征的定义 <ul><li>Local context (WFOT min Stand) 当地状况( WFOT 最低标准) </li></ul><ul><li>Academic le...
Indication of university resources 大学可利用的资源 <ul><li>All educational programmes are unique due to: 所有教育项目均应该具备 </li></ul><u...
Construction of curricula;  Content and structure 课程框架、内容和结构 <ul><li>This is the most challenging part of making a curricu...
Programme design;  教学计划设计 Definition of learning outcomes  based on competencies 基于能力的学习目标的制定 <ul><li>Competencies needs t...
Selection of types of assessment, teaching and learning approaches 考核、讲授和学习方法的选择 <ul><li>Should be coherent with competenc...
Evaluation and improvement 评估和改进
WFOT approval  国际作业治疗师联盟认证 <ul><li>Occupational therapy is the only health profession to have international standards for ...
Application for WFOT approval WFOT 的认证申请 <ul><li>Thee documents to be submitted to WFOT: 需要提交以下材料和文件 </li></ul><ul><li>Doc...
Useful WFOT documents:  一些可利用的资料 http://www.wfot.org/documents.asp?cat=13 <ul><li>Doc 1: Advice to establish a new program...
Regarding local context: 相关的当地状况 China has so much to share with the rest of the world. Thank you ! 中国有如此多的资源可以与世界分享
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国际认证的作业治疗课程设计

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CARM conference for Internationalization of
OT/PT Education July 22nd-24th Xuzhou China

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国际认证的作业治疗课程设计

  1. 1. Designing international recognised curricula in Occupational Therapy 国际认证的作业治疗课程设计 Nils Erik Ness WFOT PCo Standards and Quality Associate professor HiST Vice president Norwegian Association of Occupational Therapists 挪威作业治疗师协会副主席 CARM conference for Internationalization of OT/PT Education July 22 nd -24 th Xuzhou China
  2. 2. Greetings and congratulations from WFOT executive management team 来自 WFOT 行政管理团队的问题和祝贺
  3. 3. Content 内容 <ul><li>Disability and rehabilitation 残疾与康复 </li></ul><ul><li>Occupational Therapy 作业治疗 </li></ul><ul><li>Occupational Therapy Education 作业治疗教育 </li></ul><ul><li>Advices for developing curriculum 课程开发的建议 </li></ul>
  4. 4. <ul><li>Usually people live in harmony with their environment, 通常人与所居住的环境相协调 </li></ul><ul><li>we perform daily activities, enjoy play and go to work without reflection on the complex relationship between person, environment and occupation 我们所从事的日常活动、娱乐和工作不能反映人、环境和作业之间的复杂关系 </li></ul>
  5. 5. Disability is the gap; 残疾是隔阂 the mismatch between the person and the environment 人与环境不相和谐
  6. 6. Rehabilitation is closing the gap 康复可以消除这个隔阂 Prevention & Health promotion is making sure the gap does not happen 预防 & 健康促进正在确保隔阂不会发生
  7. 7. What occupational therapy may offer for rehabilitation 作业治疗能为康复做什么
  8. 8. Occupational therapy is based on knowledge and competencies related to: 作业治疗是建立在以下相关的知识和能力基础上的 <ul><li>The person function, motivation and abilities for doing 人的行为功能、动机和能力 </li></ul><ul><li>The environment and its opportunities for occupation 作业的环境和机会 </li></ul><ul><li>The occupation , tasks, activities and Participation </li></ul><ul><li>作业、任务、活动和参与 </li></ul>
  9. 9. Occupational therapy is based on knowledge in 作业治疗的知识基础包括 <ul><li>Person & function 人 & 功能 </li></ul><ul><ul><li>Anatomy, physiology, biomechanics 解剖、生理、生物力学 </li></ul></ul><ul><ul><li>Impairments and relevant diseases 病损及相关疾病 </li></ul></ul><ul><ul><li>Psychology & Pedagogics 心理学 & 教育学 </li></ul></ul><ul><ul><li>Environment 环境 </li></ul></ul><ul><ul><ul><li>Sociology and anthropology 社会学和人类学 </li></ul></ul></ul><ul><ul><ul><li>Local/national knowledge 区域 / 国家认识 </li></ul></ul></ul><ul><ul><li>Occupation 作业 </li></ul></ul><ul><ul><ul><li>Occupational Science 作业科学 </li></ul></ul></ul><ul><ul><ul><li>Occupational knowledge 作业知识 </li></ul></ul></ul>
  10. 10. Occupational therapy is based on competences in 作业治疗的资质基础包括 <ul><li>Occupation as media and aim for intervention 作业是预防的手段和目的 </li></ul><ul><li>Client centeredness as fundamental principle 患者为中心是基本的原则 </li></ul><ul><li>Understanding the relation between person, occupation and environment 理解人、作业和环境之间的关系 </li></ul><ul><li>Intervention related to person, occupation and environment ( to close the gap ) 人、作业和环境相关的干预措施(消除隔阂) </li></ul><ul><li>Evidence based practice 基于实践的证据 </li></ul>
  11. 11. Occupational therapy education must include knowledge and competences in: 作业治疗教育包括以下知识和能力 <ul><li>Person 人 </li></ul><ul><li>Environment 环境 </li></ul><ul><li>Occupation 作业 </li></ul>
  12. 12. Developing international approved OT curriculum includes: 、 开发国际认可的 OT 课程包括 <ul><li>A combination of </li></ul><ul><li>Local/national knowledge and traditions (WFOT: Local context) 区域 / 国家知识(当地的状况) </li></ul><ul><li>I nternational knowledge and competences 国际知识和能力 </li></ul><ul><li>Think Globally, Act Locally </li></ul><ul><li>全球考虑,区域实施 </li></ul>
  13. 13. Designing curricula is a complex process 课程设计是一个复杂的过程
  14. 14. Designing curricula 课程开发 Tuning advices:“ 调整”建议 <ul><li>Definition of degree profile 专业学位特征的定义 </li></ul><ul><li>Indication of resources 可用资源的标识 </li></ul><ul><li>Construction of curricula; Content and structure 课程框架、内容和结构 </li></ul><ul><li>Programme design; Definition of learning outcomes based on competencies 培养计划制定;确定基于能力的学习目标 </li></ul><ul><li>Selection of types of assessment, teaching and learning approaches 考核、讲授和学习方法的选择 </li></ul><ul><li>Evaluation and improvement 评估和改进 </li></ul><ul><li>See pages 69-78 in Tuning book: http://www.unideusto.org/tuningeu/images/stories/Publications/OCCUPATIONAL_THERAPY_FOR_WEBSITE.pdf </li></ul>
  15. 15. Definition of degree profile 学位特征的定义 <ul><li>Local context (WFOT min Stand) 当地状况( WFOT 最低标准) </li></ul><ul><li>Academic level (Bachelor or master degree?) 学历水平(本科或研究生学位) </li></ul>
  16. 16. Indication of university resources 大学可利用的资源 <ul><li>All educational programmes are unique due to: 所有教育项目均应该具备 </li></ul><ul><li>Physical environment and building (eg Library) 物理环境和建筑(如图书馆) </li></ul><ul><li>Technological equipment and support 科技设备和支持 </li></ul><ul><li>Social resources (Student activities and services) 社会资源(学生活动和服务) </li></ul><ul><li>Human resources (Teachers) 人力资源 </li></ul><ul><li>Collaboration with other subjects, professions, faculties and network 与其他学科、专业、教职工、网络 </li></ul><ul><li>Local resources; fieldwork, lectureres and supervisors 区域性资源、实习场地、讲课者和监督者 </li></ul>
  17. 17. Construction of curricula; Content and structure 课程框架、内容和结构 <ul><li>This is the most challenging part of making a curriculum 这是课程开发最具有挑战性的部分 </li></ul><ul><li>Subject based or integrated modules? 科目基于或整合于模块 </li></ul><ul><li>Which sequence? (there are no perfect way) 什么样的顺序(没有更完全的办法) </li></ul><ul><li>Subjects/modules should include knowledge and competencies on: 科目 / 模块应该包括基于以下方面的知识和能力 </li></ul><ul><ul><li>Person, Environment and Occupation 人、环境和作业 </li></ul></ul><ul><ul><li>Client centeredness 患者为中心 </li></ul></ul><ul><ul><li>Evidence based practice 基于实践的证据 </li></ul></ul>
  18. 18. Programme design; 教学计划设计 Definition of learning outcomes based on competencies 基于能力的学习目标的制定 <ul><li>Competencies needs to be operationalised into learning outcomes for each module/subject 对于每一科目 / 模块,能够在学习目标中体现和运作 </li></ul><ul><li>Suggested Chinese competencies are already in place 表明 在中国,能力已经具备 </li></ul><ul><li>Learning outcomes is based on competencies rather than subjects, to keep the focus on the OT professional ability and performance 学习目标是以能力为基础,而不是科目,强调 OT 专业能力和表现 </li></ul>
  19. 19. Selection of types of assessment, teaching and learning approaches 考核、讲授和学习方法的选择 <ul><li>Should be coherent with competencies, content and local context 应该与能力、内容和当地状况相一致 </li></ul>
  20. 20. Evaluation and improvement 评估和改进
  21. 21. WFOT approval 国际作业治疗师联盟认证 <ul><li>Occupational therapy is the only health profession to have international standards for approval and quality assurance process 作业治疗是唯一进行国际标准认证和质量控制的卫生专业 </li></ul><ul><li>This is also why WFOT offer support and supervision during process of developing new programmes (like Sino-NMA-project) 这也是 WFOT 在开设新的教育计划过程中提供支持和监督的原因(比如中国 - 挪威国际化项目) </li></ul>
  22. 22. Application for WFOT approval WFOT 的认证申请 <ul><li>Thee documents to be submitted to WFOT: 需要提交以下材料和文件 </li></ul><ul><li>Document 1: Local context 当地状况 </li></ul><ul><li>Document 2: The curriculum 课程 </li></ul><ul><li>Document 3: Self evaluation of programme 教育项目的自评 </li></ul><ul><li>For WFOT Minimum Standards for the Education of Occupational Therapists (2002) go to: 摘自 WFOT 最低教育标准 </li></ul><ul><li>https://www.wfot.org/wfotshop/shopdisplayproducts.asp?id=19&cat=Education </li></ul>
  23. 23. Useful WFOT documents: 一些可利用的资料 http://www.wfot.org/documents.asp?cat=13 <ul><li>Doc 1: Advice to establish a new programme for the education of occupational therapists 建立一个新 OT 教育项目的建议 </li></ul><ul><li>Doc 2: Process for Approval of Educational Programmes 教育项目认证的程序步骤 </li></ul><ul><li>Doc 3: Curriculum Approval Process 课程认证程序步骤 </li></ul>
  24. 24. Regarding local context: 相关的当地状况 China has so much to share with the rest of the world. Thank you ! 中国有如此多的资源可以与世界分享

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