Reed Geoffrey M, Dilfer Karen, Bufka Lynn F, Scherer Marcia J, Kotzé Phia, Tshivhase Maluta, Stark Susan L
International Union of Psychological Science, Madrid, Spain.
Disabil Rehabil. 2008;30(12-13):927-41. doi: 10.1080/09638280701800301.
Three systematic programmes to train health professionals to use the World Health Organization's International Classification of Functioning, Disability, and Health (ICF) are described, along with efforts to evaluate their effectiveness.
The first programme was a randomized study comparing the effects of a 2-hour instructor-led programme and a self-directed learning module on ICF-related knowledge, attitudes, and coding skills among occupational therapy graduate students. The second programme was a series of intensive 3.5-day workshops for public sector rehabilitation professionals in South Africa. The third programme involved a series of internet-based teaching modules regarding the ICF for graduate students in rehabilitation counselling.
The first project found that both instructor-led and self-guided training formats were effective in improving basic ICF-related knowledge, but only instructor-led training led to a significant improvement in coding skill. It also had more positive effects on ICF-related attitudes. This approach to learning assessment was generalizable to multidisciplinary health professionals in South Africa, who achieved a relatively high degree of coding accuracy after the 3.5-day workshop. Participant evaluations supported the structure, content, and length of the training. Students in the third programme also reported a very positive learning experience and positive views of the ICF.
An empirical basis is important for identifying the best and most efficient training methods for particular audiences and specific purposes. The length and format of training can be differentially related to specific training goals (i.e., knowledge, attitudes, and coding skills). Interactive distance learning methods may help to overcome the weaknesses of self-directed training in comparison to face-to-face training.
介绍了三项系统计划，旨在培训卫生专业人员使用世界卫生组织的《国际功能、残疾和健康分类》（ICF），并评估其有效性。
第一个计划是一项随机研究，比较了由教师指导的2小时课程和自我导向学习模块对职业治疗研究生在ICF相关知识、态度和编码技能方面的影响。第二个计划是为南非公共部门康复专业人员举办的一系列为期3.5天的强化研讨会。第三个计划包括为康复咨询专业研究生提供的一系列关于ICF的基于互联网的教学模块。
第一个项目发现，教师指导和自我指导的培训形式在提高基本ICF相关知识方面都有效，但只有教师指导的培训能显著提高编码技能。它对ICF相关态度也有更积极的影响。这种学习评估方法适用于南非的多学科卫生专业人员，他们在为期3.5天的研讨会后达到了相对较高的编码准确率。参与者评价支持了培训的结构、内容和时长。第三个计划中的学生也报告了非常积极的学习体验和对ICF的积极看法。
实证基础对于确定针对特定受众和特定目的的最佳、最有效的培训方法很重要。培训的时长和形式可能与特定培训目标（即知识、态度和编码技能）有不同的关联。与面对面培训相比，交互式远程学习方法可能有助于克服自我导向培训的弱点。
