School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Dublin 4, Ireland.
BMC Med Educ. 2021 Jan 26;21(1):76. doi: 10.1186/s12909-021-02503-3.
Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in healthcare professional programmes is critical.
In response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula, that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by latest exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders.
Having sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines 'on campus' and 'community outreach' activity to facilitate inter-sectoral 'real world' experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university's strategy. (the where?) CONCLUSION: This paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy in this instance, the curriculum process and resultant education model could be applied across medical and other health professional programmes and to facilitate interdisciplinary learning.
鉴于慢性病生活方式的挑战、医疗保健重点向初级保健转移以及认识到健康的预防方法的重要性，包括运动处方，将相关学习嵌入医疗保健专业课程中至关重要。
为了应对这些当代需求，都柏林大学学院开展了一项复杂的课程开发项目，采用四维课程框架来开发卫生专业课程，重点关注（1）医疗实践的未来方向（为什么？），（2）毕业生的能力定义（是什么？），（3）教学、学习和评估（如何？）以及（4）组织/机构交付（在哪里？）。该过程得到了最新的运动、健康促进、教育和健康政策文献的支持，以及与大学内部和外部社区多个利益相关者的接触。
确定了有足够的临床教育机会将运动理论转化为实践是一个关键需求（为什么？）。制定促进健康的策略以及设计和提供具有跨专业和跨部门网络建设的循证运动计划被确定为非常重要的毕业生能力之一。（是什么？）由此产生的 UCD 物理治疗师中心临床教育模式结合了“校内”和“社区外展”活动，以促进跨部门“现实世界”体验式学生学习，促进健康促进和运动处方在健康和临床人群中的应用。在社会建构主义教育理论的支持下，学生被鼓励发挥创造力，通过设计和提供社区服务，针对特定社区群体的既定健康需求进行协作。（如何？）在开发新的学生学习机会以增强课程方面，支持性的组织文化和背景至关重要，UCD 拥有出色的运动基础设施，而 Physio Hub 项目与大学战略中阐述的社区参与精神保持一致。（在哪里？）
本文概述了 Physio Hub 的服务、教育实践和转化研究精神，所有这些都结合起来为丰富的运动和健康促进学习体验提供了支持。尽管在这种情况下是为物理治疗开发的，但课程过程和由此产生的教育模式可以应用于医学和其他健康专业课程，并促进跨学科学习。
