Designing international recognised curricula in Occupational Therapy

国际认证的作业治疗课程设计

Nils Erik NessWFOT PCo Standards and QualityAssociate 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 22nd-24th Xuzhou China

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

• Disability and rehabilitation残疾与康复• Occupational Therapy作业治疗• Occupational Therapy Education作业治疗教育• Advices for developing curriculum课程开发的建议

• Usually people live in harmony with their environment, 通常人与所居住的环境相协调

• 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

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 &健康促进正在确保隔阂不会发生

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• The person function,

motivation and abilities for doing人的行为功能、动机和能力

• The environment and its opportunities for occupation作业的环境和机会

• The occupation, tasks, activities and Participation

• 作业、任务、活动和参与

Occupational therapy is based on knowledge in作业治疗的知识基础包括

Person & function 人 &功能• Anatomy, physiology, biomechanics解剖、生理、生物力学

• Impairments and relevant diseases病损及相关疾病

• Psychology & Pedagogics心理学 &教育学

Environment环境• Sociology and anthropology社会学和人类学

• Local/national knowledge区域 /国家认识

Occupation作业• Occupational Science作业科学• Occupational knowledge作业知识

Occupational therapy is based on competences in作业治疗的资质基础包括

• Occupation as media and aim for intervention作业是预防的手段和目的

• Client centeredness as fundamental principle患者为中心是基本的原则

• Understanding the relation between person, occupation and environment理解人、作业和环境之间的关系

• 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）

• Evidence based practice基于实践的证据

Occupational therapy education must include knowledge and competences in:作业治疗教育包括以下知识和能力

• Person人• Environment环境

• Occupation作业

Developing international approved OT curriculum includes: 、

开发国际认可的 OT课程包括

A combination of •Local/national knowledge and traditions (WFOT: Local context)区域 /国家知识（当地的状况）•International knowledge and competences国际知识和能力Think Globally, Act Locally 全球考虑，区域实施

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

• Definition of degree profile专业学位特征的定义• Indication of resources可用资源的标识• Construction of curricula; Content and structure课程框架、内容和结构

• 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

• Selection of types of assessment, teaching and learning approaches考核、讲授和学习方法的选择

• Evaluation and improvement评估和改进See pages 69-78 in Tuning book:

http://www.unideusto.org/tuningeu/images/stories/Publications/OCCUPATIONAL_THERAPY_FOR_WEBSITE.pdf

Definition of degree profile学位特征的定义

• Local context (WFOT min Stand)当地状况（WFOT最低标准）

• Academic level (Bachelor or master degree?)学历水平（本科或研究生学位）

Indication of university resources大学可利用的资源

All educational programmes are unique due to:所有教育项目均应该具备•Physical environment and building (eg Library)物理环境和建筑（如图书馆）•Technological equipment and support科技设备和支持•Social resources (Student activities and services)社会资源（学生活动和服务）•Human resources (Teachers)人力资源•Collaboration with other subjects, professions, faculties and network与其他学科、专业、教职工、网络•Local resources; fieldwork, lectureres and supervisors区域性资源、实习场地、讲课者和监督者

Construction of curricula; Content and structure课程框架、内容和结构

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•Subject based or integrated modules?科目基于或整合于模块•Which sequence? (there are no perfect way)什么样的顺序（没有更完全的办法）•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

– Person, Environment and Occupation人、环境和作业– Client centeredness患者为中心– Evidence based practice基于实践的证据

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

• 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

• Suggested Chinese competencies are already in place表明在中国，能力已经具备

• 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

Selection of types of assessment, teaching and learning approaches

考核、讲授和学习方法的选择• Should be coherent with competencies, content and

local context应该与能力、内容和当地状况相一致

Evaluation and improvement评估和改进

WFOT approval 国际作业治疗师联盟认证

•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•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）

Application for WFOT approvalWFOT的认证申请

Thee documents to be submitted to WFOT:需要提交以下材料和文件Document 1: Local context当地状况Document 2: The curriculum课程Document 3: Self evaluation of programme教育项目的自评For WFOT Minimum Standards for the Education of Occupational Therapists (2002) go to: 摘自WFOT最低教育标准https://www.wfot.org/wfotshop/shopdisplayproducts.asp?id=19&cat=Education

Useful WFOT documents: 一些可利用的资料http://www.wfot.org/documents.asp?cat=13

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Doc 2: Process for Approval of Educational Programmes教育项目认证的程序步骤Doc 3: Curriculum Approval Process课程认证程序步骤

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