Swärdh Emma, Brodin Nina, Pettersson Anna, Palstam Annie
Division of Physiotherapy, Department of Neurobiology, Health Care Sciences and Society, Karolinska Institutet, Huddinge, Sweden.
Division of Physiotherapy, Department of Orthopaedics, Danderyd Hospital, Stockholm, Sweden.
J Med Educ Curric Dev. 2024 Jun 5;11:23821205241260599. doi: 10.1177/23821205241260599. eCollection 2024 Jan-Dec.
Several calls to action for the implementation of education for sustainable development in health profession education have been put forth during the last few years. The aim was therefore to explore and describe sustainability-focused intended learning outcomes (SD-ILOs) in curricula of undergraduate physiotherapy education in Sweden.
Using a deductive, descriptive, and qualitative approach, SD-ILOs in programs ( = 8) and course syllabuses ( = 143) from eight higher education institutions providing physiotherapy undergraduate education in Sweden were analyzed. SD-ILOs were described based on the subject content or condition, level of cognitive processes, sustainability learning dimensions, and key sustainability competencies.
Six of the eight physiotherapy programs provided course syllabuses with SD-ILOs. However, only 3% ( = 36) of all ILOs were sustainability-focused. A larger part of the SD-ILOs, 78% ( = 28) was described within the cognitive dimension of learning, and 80% ( = 27) were linked to either the cognitive process 'understanding' or 'analyzing'. The most frequently identified key competency in the SD-ILOs was 'systems-thinking' = 10 (28%), and 30% ( = 11) lacked key competency.
There is an urgent need for rapid initiatives to enhance sustainable development education in Swedish undergraduate physiotherapy education. Pedagogical approaches that cover not only cognitive dimensions of learning for sustainable development but also socio-emotional and behavioral dimensions, as well as more complex cognitive learning processes must also be developed. The current lack of key sustainability competencies further emphasizes the necessity to enrich physiotherapy curricula with action-oriented learning to develop powerful future sustainability agency within healthcare and the public health arena.
在过去几年里，人们多次呼吁在卫生专业教育中实施可持续发展教育。因此，本研究旨在探索和描述瑞典本科物理治疗教育课程中以可持续发展为重点的预期学习成果（SD-ILOs）。
采用演绎、描述性和定性方法，对瑞典八所提供本科物理治疗教育的高等教育机构的课程（n = 8）和课程大纲（n = 143）中的SD-ILOs进行分析。基于主题内容或条件、认知过程水平、可持续发展学习维度和关键可持续发展能力对SD-ILOs进行描述。
八所物理治疗课程中有六所提供了包含SD-ILOs的课程大纲。然而，所有ILOs中只有3%（n = 36）是以可持续发展为重点的。SD-ILOs中较大一部分（78%，n = 28）是在学习的认知维度内描述的，80%（n = 27）与认知过程“理解”或“分析”相关。SD-ILOs中最常确定的关键能力是“系统思维”（n = 10，28%），30%（n = 11）缺乏关键能力。
瑞典本科物理治疗教育迫切需要迅速采取举措加强可持续发展教育。还必须开发不仅涵盖可持续发展学习的认知维度，还包括社会情感和行为维度以及更复杂认知学习过程的教学方法。目前关键可持续发展能力的缺乏进一步强调了有必要通过以行动为导向的学习丰富物理治疗课程，以在医疗保健和公共卫生领域培养强大的未来可持续发展能力。
