Developing Skills in Intra-Workplace Rehabilitation Education: II

This study aimed to develop an educational model that integrates three elements: knowledge, skills, and attitudes—developing the educational model proposed in the previous Paper I—and to widely investigate and characterize previous learning-related models. The basic educational model proposed here is my seven-step process model of rehabilitation practice. Knowledge consists of four aspects: 1) clinical, 2) psychological, 3) environmental, and 4) disability;skills consist of two steps: 5) identifying intervention points and 6) setting feasible goals;and attitudes 7) of communicating and sharing policies and paths with patients, families, and other professionals. This constitutes the process of rehabilitation practice, and a framework that integrates the three elements is developed here. This study focuses on integrating knowledge, skills, and attitudes into what Bloom described as “the integration of instruction and assessment” so that learners and instructors can reconcile them. Therefore, a typology that explains each other for advancing and deepening individual skills is adopted. In Bloom’s original taxonomy of educational goals, the cognitive domain has five layers in the pyramid of knowledge;the psychomotor domain of Simpson’s has seven layers, and Bloom’s affective domain is represented by five in another pyramid. In addition, the above seven layers of the process model and the seven layers of the skill level of the Dreyfus model were brought together. The integration of the above five typologies becomes a useful educational evaluation model when the relationships are clarified.

Developing Skills in Intra-Workplace Rehabilitation Education: II

This study aimed to develop an educational model that integrates three elements: knowledge, skills, and attitudes—developing the educational model proposed in the previous Paper I—and to widely investigate and characterize previous learning-related models. The basic educational model proposed here is my seven-step process model of rehabilitation practice. Knowledge consists of four aspects: 1) clinical, 2) psychological, 3) environmental, and 4) disability;skills consist of two steps: 5) identifying intervention points and 6) setting feasible goals;and attitudes 7) of communicating and sharing policies and paths with patients, families, and other professionals. This constitutes the process of rehabilitation practice, and a framework that integrates the three elements is developed here. This study focuses on integrating knowledge, skills, and attitudes into what Bloom described as “the integration of instruction and assessment” so that learners and instructors can reconcile them. Therefore, a typology that explains each other for advancing and deepening individual skills is adopted. In Bloom’s original taxonomy of educational goals, the cognitive domain has five layers in the pyramid of knowledge;the psychomotor domain of Simpson’s has seven layers, and Bloom’s affective domain is represented by five in another pyramid. In addition, the above seven layers of the process model and the seven layers of the skill level of the Dreyfus model were brought together. The integration of the above five typologies becomes a useful educational evaluation model when the relationships are clarified.

Developing Skills in Intra-Workplace Rehabilitation Education: I

Japan has an advanced healthcare system, on par with any developed country;at the same time, it is challenged by a rapidly aging population. In line with other countries, medical and paramedical training differs from college or university to when the graduates start working in the hospital wards;it seems like a new career to freshmen. Rehabilitation draws together the most varied professional teams treating patients from a range of specialists, and physical therapists generally receive very little intra-workplace skills training. The aim of this paper is to develop the first of a two-part educational model that is useful for the professional development of therapists working in rehabilitation medicine, by incorporating, at least, Shared Decision-Making and Narrative-Based Medicine. The most productive systems of analysis are Bloom’s psychomotor taxonomy and the Japanese DIKW system. The Japanese DIKW model of “chishin”, which is based on Data, Information, Knowledge, and Wisdom, is similar to the professional attitude and rehabilitative mindset in the healthcare system, the convalescent rehabilitation wards. The individual, departmental, and hospital levels could all benefit from aspects of these systems. Rehabilitative medicine in Japanese terms is presented as a holistic medical care that heals the body and mind and restores dignity, such as personality and self-confidence, and it is also a place where unique Japanese cultural concepts such as “Ikigai” (reason to live) and “Omotenashi” (hospitality) can be nurtured as professional awareness.