教育教育者:应用成长思维方法,为教育工作者准备职业治疗教育的重大变化
1Razan Hamed, PhD, OTR/L, is Associate Professor and Associate Director, Programs in Occupational Therapy, Department of Rehabilitation and Regenerative Medicine, Vagelos College of Physicians and Surgeons, Columbia University, New York, NY; rh2955@cumc.columbia.edu.
概括
实施职业治疗教育的变化需要一种成长的心态和结构化的方法. 本文提出了一个八步模式,指导教育工作者通过采用新的实践来提高包容性和能力.
科学领域:
- 教育教育教育教育教育教育.
- 职业疗法 职业疗法 职业疗法
- 社会科学 社会科学 社会科学
背景情况:
- 职业治疗教育需要转向反种族主义教学,包容性教学,基于能力的教育和整体录取.
- 这些变化旨在为各种客户群体和专业倡导做好准备.
- 实施这些教育转变需要修改课程和教学方法,需要时间,资源和开放的心态.
研究的目的:
- 提出一个结构化的模型来实施职业治疗教育的重大变化.
- 解决教育工作者对新教育实践的潜在抵抗.
- 提供职业治疗培训系统变革的路线图.
主要方法:
- 开发一个八步变革实施模型.
- 适应科特的八步模型进行重大组织变革.
- 该模型在职业治疗教育中的各种系统层面的应用.
主要成果:
- 拟议的模型提供了一种系统的方法,以促进采用新的教育实践.
- 在教育工作者中培养成长思维被认为是成功实施变革的关键.
- 该模型为应对阻力和资源挑战提供了实际指导.
结论:
- 八步模式可以指导职业治疗教育系统采用必要的变化.
- 增长思维是克服教育工作者抵抗和促进过渡的关键.
- 系统实施需要一个战略路线图,以确保有效整合新的教育标准.
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