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Background <p>Interprofessional care structures require healthcare professionals to have social communicative skills in terms of interdisciplinary language, which can be guaranteed by the biopsychosocial approach of the ICF.</p> Aim <p>The question is aimed at whether the ICF is integrated into the specialist training curricula and whether the trainees and students can correctly use the technical terms of the ICF.</p> Method <p>The status quo of the implementation of the ICF in the curricula of occupational therapy, speech therapy and physiotherapy as well as the competencies of the trainees and students with respect to the use of the ICF technical terms as part of a&#xa0;case vignette were determined.</p> Results <p>The curricula show a&#xa0;strong heterogeneity with respect to the implementation of the ICF. In the case vignette, participants from occupational therapy assigned more items to the correct ICF technical terms than participants from speech therapy (MW<sub>Diff</sub> = 2.60, <i>p</i> &lt; 0.001) and physiotherapy (MW<sub>Diff</sub> = 3.64, <i>p</i> &lt; 0.001). Students achieved better results than trainees in the respective departments (MW<sub>Diff</sub> = 1.15, <i>p</i> = 0.024).</p> Conclusion <p>There is a&#xa0;high level of heterogeneity in the educational landscape of the healthcare professions. The amendment of the professional regulations and the desired academization require a&#xa0;clear trend setting structure, also with respect to interprofessionalism.</p>

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Internationale Klassifikation der Funktionsfähigkeit, Behinderung und Gesundheit in der Ausbildung der therapeutischen Gesundheitsfachberufe

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月26日

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  • Franziska Thöny,
  • Steffen Fleßa

摘要

Background

Interprofessional care structures require healthcare professionals to have social communicative skills in terms of interdisciplinary language, which can be guaranteed by the biopsychosocial approach of the ICF.

Aim

The question is aimed at whether the ICF is integrated into the specialist training curricula and whether the trainees and students can correctly use the technical terms of the ICF.

Method

The status quo of the implementation of the ICF in the curricula of occupational therapy, speech therapy and physiotherapy as well as the competencies of the trainees and students with respect to the use of the ICF technical terms as part of a case vignette were determined.

Results

The curricula show a strong heterogeneity with respect to the implementation of the ICF. In the case vignette, participants from occupational therapy assigned more items to the correct ICF technical terms than participants from speech therapy (MWDiff = 2.60, p < 0.001) and physiotherapy (MWDiff = 3.64, p < 0.001). Students achieved better results than trainees in the respective departments (MWDiff = 1.15, p = 0.024).

Conclusion

There is a high level of heterogeneity in the educational landscape of the healthcare professions. The amendment of the professional regulations and the desired academization require a clear trend setting structure, also with respect to interprofessionalism.