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通过物理治疗师教育的课程创新来满足社会的健康需求:来自3个入门级计划的例子

Dawn M Magnusson^{1,2,3,4,5,6,7}, Dana L Judd^{1,2,3,4,5,6,7}, Steven B Ambler^{1,2,3,4,5,6,7}

¹Dawn M. Magnusson is the associate professor in the Department of Physical Medicine and Rehabilitation, Physical Therapy Program at the University of Colorado Anschutz Medical Campus School of Medicine, Doctor of Physical Therapy Program, Education 2 South, 13121 East 17th Avenue, Aurora, CO 80045 ( dawn.magnusson@cuanschutz.edu ). Please address all correspondence to Dawn M. Magnusson.

Journal, physical therapy education

|July 26, 2024

概括

物理治疗师教育计划可以通过将社会重建主义纳入课程来培养社会意识和道德行为. 这种方法为未来的领导人准备解决社会不平等问题并改善健康结果.

科学领域:

健康专业教育卫生专业教育
健康的社会决定因素
物理疗法物理治疗

背景情况:

入门级物理治疗师 (PT) 教育对于开发解决社会健康需求的领导者至关重要.
社会重建主义是一种教育哲学,旨在减少不平等,改善社会健康.
它在PT课程中的具体应用仍未得到充分探索.

研究的目的:

描述三个入门级PT项目如何在课程中实施社会重建主义.
培养社会意识,加强未来物理治疗师的道德选择权.
为整合社会重建主义在卫生专业教育中提供一个模型.

主要方法:

利用基于"教育卫生专业人员解决健康社会决定因素的框架"的概念框架.
使用已建立框架的领域和能力运行化概念.
分析了程序叙述,以确定实施策略.

主要成果:

基于社会重建主义的课程成功设计和实施.
实施发生在最初的设计,持续的修改和周到的重建.
开发了学习活动,目标和评估策略的样本.

结论:

描述的方法有效地指导了基于社会重建主义的课程的发展.
这种方法支持在PT教育中创造有意义的学习体验.
调查结果可以为设计变革性课程提供信息,以解决社会不平等问题并改善健康.

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