Stone Olivia M L, Bryant Katrina, Hale Leigh
Centre for Health, Activity, and Rehabilitation Research, School of Physiotherapy, University of Otago, Dunedin, New Zealand.
Front Public Health. 2024 Dec 19;12:1506697. doi: 10.3389/fpubh.2024.1506697. eCollection 2024.
This paper describes the integration of environmental physiotherapy education into the physiotherapy curriculum in a New Zealand university in response to the environmental physiotherapy agenda and the University of Otago Sustainability Framework. We describe and discuss three learning activities, the associated challenges and lessons learnt, and the current position. Given the encompassing nature of environmental and health interactions, we aimed for multilayer immersive experiences using a range of pedagogical approaches. The first learning activity example exemplifies embracing and threading Aotearoa New Zealand's indigenous knowledge and practices throughout our BPhty curriculum. The second example demonstrates how environmental physiotherapy can be made explicit within a delineated learning activity. In the third example, we describe a clinical placement learning activity that occurred in our student-led private practice. Recent full accreditation of the curriculum by the New Zealand Registration Board and positive student evaluations and feedback demonstrate that this integrated holistic curriculum is both acceptable and enjoyable. Frequent and rapid curriculum modifications in response to the COVID19 Global pandemic's impact on teaching and learning have however prevented full formal curriculum evaluation at this stage. We envisage that this educational approach be an ongoing process of review and restructure. Aligned with global trends toward sustainability in healthcare, our goal is to prepare students to address the growing environmental influences on public health. By integrating environmental physiotherapy philosophy into the undergraduate physiotherapy curriculum, we aim to develop holistic healthcare perspectives in students that will strengthen future physiotherapy practice in New Zealand and internationally.
本文描述了新西兰一所大学为响应环境物理治疗议程和奥塔哥大学可持续发展框架，将环境物理治疗教育融入物理治疗课程的情况。我们描述并讨论了三项学习活动、相关挑战和经验教训以及当前状况。鉴于环境与健康相互作用的广泛性质，我们旨在通过一系列教学方法实现多层次的沉浸式体验。第一个学习活动示例展示了在我们的物理治疗学士课程中融入并贯穿新西兰本土知识和实践。第二个示例展示了如何在一个明确的学习活动中明确环境物理治疗。在第三个示例中，我们描述了在学生主导的私人诊所中进行的临床实习学习活动。新西兰注册委员会最近对该课程的全面认证以及学生的积极评价和反馈表明，这一综合整体课程既可以接受又令人愉快。然而，由于新冠疫情对教学和学习的影响，需要频繁快速地修改课程，这使得现阶段无法进行全面正式的课程评估。我们设想这种教育方法是一个持续的审查和重组过程。与全球医疗保健领域可持续发展的趋势相一致，我们的目标是让学生做好准备，应对环境对公众健康日益增长的影响。通过将环境物理治疗理念融入本科物理治疗课程，我们旨在培养学生的整体医疗保健视角，以加强新西兰及国际未来的物理治疗实践。
