TITLE:
Developing Skills in Intra-Workplace Rehabilitation Education: II
AUTHORS:
Fukumi Hiragami
KEYWORDS:
Japanese Rehabilitation Education, Dreyfus, Bloom and Simpson’s Taxonomies, Cruess’s Rehabilitation Skills, The DOES, EPA and DOPS
JOURNAL NAME:
Open Journal of Therapy and Rehabilitation,
Vol.11 No.3,
August
23,
2023
ABSTRACT: 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.