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A study on the core curriculum for speech therapists in the 4 year school after the high school

高中后四年制言语治疗师核心课程研究

基本信息

批准号：
15606013
负责人：
ABE Kazuhiro
金额：
$ 2.18万
依托单位：
School of Psychological Sciences, Health Sciences University of Hokkaido
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2004
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15606013/
关键词：
education for speech therapists 4 year education in universities or college core curriculum speech therapists education for health professions team approach in clinics clinical practice liberal arts education

项目摘要

Core-curriculum for speech therapists (speech pathologists and audiologists in USA) has not been established in 4 year education in Japanese universities or colleges, because of only ten year history of 4 year education system and 6 years after establishment of the national license. In this study, the core-curriculum for education for speech therapists was formed for 4 year education in Japanese universities or colleges, in relation to recently established core-curriculum in medical and dental education in Japan. In 2003, it was clarified that the total teaching hours of the subjects for the national board examination, teaching hours for each credit, curriculum for liberal arts and general education, and subjects for attitude in clinics are greatly different between universities or colleges for students for speech therapists. In addition, subjects for the national board examination are put without a proper order in the curriculum and the teaching or learning contents and amounts in eac … More h subject and relationships between subjects are not well planed and not well organized. The well balanced clinical pnx i es in hospital and related facilities are difficult because few hospital and related facilities are available for well balanced practice in various working fields for speech therapists. Then, we created OSCE (objective structured clinical examination) for speech therapists and tried three tames OSCE for the third year students, with help as evaluators and simulated patients by the first and second year students and we created a model core-curriculum consisting of about 200 titles. And we had a two day symposium about core-curriculum for speech therapists, inviting 4 professors who are leading speech therapist education in Japan.. There were 17 participants from 52 schools for speech therapists in Japan, in addition to 100 students in our schools. Pwo books to record our results to show the core-curriculum and OSCE for speech therapists and to discuss the speech therapist education in Japan were published and sent to the all related schools for speech therapists. Less

由于日本4年制教育只有10年的历史，国家执照设立仅6年，因此，日本大学或学院的4年制教育中尚未建立言语治疗师（美国的言语病理学家和听力学家）的核心课程。在这项研究中，核心课程的教育言语治疗师形成了4年制教育在日本的大学或学院，在最近成立的核心课程在日本的医学和牙科教育。2003年，澄清了语言治疗师学生的国家委员会考试科目的总教学时数、每个学分的教学时数、文科和通识教育课程以及诊所态度科目在大学或学院之间有很大差异。此外，国家考试委员会考试科目在课程中的排列顺序不合理，教学或学习的内容和数量也不合理。 ...更多信息 h主体和主体间关系规划不好，组织不好。在医院和相关设施中实现良好平衡的临床pnx是困难的，因为很少有医院和相关设施可用于语言治疗师在各种工作领域的良好平衡实践。然后，我们为语言治疗师创建了OSCE（客观结构化临床考试），并为第三年的学生尝试了三种驯服OSCE，并帮助第一年和第二年的学生作为评估者和模拟患者，我们创建了一个由约200个标题组成的核心课程模型。我们还举办了为期两天的关于语言治疗师核心课程的研讨会，邀请了4位在日本领先的语言治疗师教育教授。除了我们学校的100名学生外，还有来自日本52所语言治疗学校的17名参与者。我们出版了两本书来记录我们的结果，展示语言治疗师的核心课程和OSCE，并讨论日本的语言治疗师教育，并发送到所有相关的语言治疗师学校。少