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

言语治疗师（美国语音病理学家和听力学家）的核心课程尚未在日本大学或学院的4年教育中建立，因为仅有4年教育系统的十年历史和建立国家许可后的6年历史。在这项研究中，与最近在日本建立的核心课程医学和牙科教育有关的日本大学或学院的言语治疗师教育核心课程是为期4年的教育。在2003年，澄清说，国家董事会考试的学科总教学时间，每个学分的教学时间，文科课程和通识教育课程以及诊所态度的受试者在大学或学院的学生对言语治疗师的学生之间的差异很大。此外，全国董事会考试的受试者在课程中没有适当的顺序以及EAC中的教学或学习内容和数量……更多的h主题和受试者之间的关系尚未得到很好的计划，并且没有很好地组织。在医院中，很难平衡的临床PNX I ES很困难，因为很少有医院和相关设施可以在各种工作场所用于言语治疗师的平衡练习。然后，我们为言语治疗师创建了OSCE（客观结构化的临床检查），并在第三年的学生中尝试了三倍的OSCE，并在一年级和二年级的学生中为评估者和模拟患者提供了帮助，我们创建了一个大约200个标题的模型核心课程。我们举办了为期两天的关于言语治疗师的核心课程的研讨会，邀请4教授在日本领导言语治疗师。除了我们学校的100名学生外，日本有52所言语治疗师的52所参与者。 PWO书籍记录我们的结果，以显示言语治疗师的核心课程和OSCE，并讨论日本的言语治疗师教育，并发送给了所有有关言语治疗师的所有相关学校。较少的