Author(s)

Fukumi Hiragami

Research Institute of Health and Welfare, Kibi International University, Okayama, Japan.

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.

Japanese Rehabilitation Education, Dreyfus, Bloom and Simpson’s Taxonomies, Cruess’s Rehabilitation Skills, The DOES, EPA and DOPS

Hiragami, F. (2023) Developing Skills in Intra-Workplace Rehabilitation Education: II. Open Journal of Therapy and Rehabilitation, 11, 98-121. doi: 10.4236/ojtr.2023.113009.