Schemm R L, Corcoran M, Kolodner E, Schaaf R
Department of Occupational Therapy, Thomas Jefferson University, College of Allied Health Sciences, Philadelphia, Pennsylvania 19107.
Am J Occup Ther. 1993 Jul;47(7):625-34. doi: 10.5014/ajot.47.7.625.
This paper describes an entry-level curriculum based on systems theory that was designed to promote integrated thinking and a shared image of practice among all of the members of an educational community that included students, faculty, and clinicians. Initiated in 1983, the program integrates occupational therapy theory, critical thinking, and knowledge about person-environmental transactions with traditional medical, biological, psychological, and sociological course work to create a unique educational experience. The curriculum model is based on a spiral learning process that encourages integrated thinking. Furthermore, all concepts are systematically tied to the occupation core, the central theme of the program. Fieldwork is used to reinforce ideas presented in the classroom and features discrete learning experiences where students demonstrate their integration of knowledge and skills. In an evaluation of the program, responses from 78 clinician, 51 alumni, and 132 student questionnaires; feedback from 132 fieldwork supervisors; and longitudinal data from 33 alumni confirmed that graduates are critical thinkers who appreciate the diverse needs of clients while demonstrating an appreciation for the curative effect of meaningful, goal-directed activities.
本文介绍了一门基于系统理论的入门课程，该课程旨在促进一个包括学生、教师和临床医生在内的教育社区所有成员之间的综合思维和共同的实践形象。该项目始于1983年，将职业治疗理论、批判性思维以及关于人与环境相互作用的知识与传统的医学、生物学、心理学和社会学课程相结合，创造了一种独特的教育体验。课程模式基于螺旋式学习过程，鼓励综合思维。此外，所有概念都系统地与职业核心相关联，这是该项目的中心主题。实习用于强化课堂上讲授的内容，并提供离散的学习体验，学生们可以在其中展示他们对知识和技能的整合。在对该项目的评估中，来自78名临床医生、51名校友和132名学生问卷的回复；132名实习督导的反馈；以及33名校友的纵向数据证实，毕业生是批判性思考者，他们在认识到有意义的、目标导向的活动的治疗效果的同时，也能理解客户的多样化需求。
