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

由于日本四年制教育只有十年的历史和国家颁发执照后六年的时间，日本的大学或学院在四年制教育中没有设立语言治疗师(美国的语言病理学家和听力学专家)的核心课程。在本研究中，语言治疗师教育的核心课程是在日本大学或学院四年制教育中形成的，并与日本最近建立的医学和牙科教育的核心课程相联系。2003年，全国委员会考试科目、每个学分的授课时数、文科和通识教育课程以及诊所态度科目的总教学时数在大学和学院之间有很大差异。此外，国家董事会考试的科目在课程和eac…中的教或学内容和金额中没有适当的顺序。更多的主题和主题之间的关系没有得到很好的规划和组织。由于很少有医院和相关设施可供语言治疗师在不同工作领域进行良好的平衡实践，因此医院和相关设施的平衡是困难的。然后，我们为语言治疗师创建了欧安组织(客观结构化临床考试)，并在一年级和二年级学生的帮助下，尝试了三个针对三年级学生的客观结构化临床考试，并由一年级和二年级的学生模拟患者，我们创建了一个由大约200个题目组成的示范核心课程。我们举办了为期两天的语言治疗师核心课程研讨会，邀请了四位教授，他们是日本语言治疗师教育的带头人。除了我们学校的100名学生外，还有来自日本52所语言治疗师学校的17名参与者。我们出版了PWO书籍，以记录我们的结果，展示语言治疗师的核心课程和欧安组织，并讨论日本的语言治疗师教育，并发送给所有相关的语言治疗师学校。较少

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