Report course 4: ICF
This course focused on the International Classification of Functioning, disability and health (ICF).
In chapter one of this syllabus it is presented how someone can think like an occupational therapist. The second chapter focusses on the history of the ICF. The third chapter addresses different models: the medical model, the social model and the model of bio-psycho-social thinking. In Chapter 4 the ICF model is presented in detail. The different factors and components of the International Classification of Functioning, disability and health (ICF) are discussed. Chapter 5 focusses on using the ICF browser. In chapter 6 cases are presented. Chapter 7 addresses assessments and tools: WHO disability Assessment Schedule, Activity Inventory, ICF Checklist and evaluation display.
The information regarding participation, time, conditions, etc. prior to the course was clear for all the participants except one who responded with neither agree nor disagree. When we look to the course ‘International Classification of Functioning, disability and health’, all the participants are positive about the understandability and relevance of the content of the course. The participants mentioned that the content of the course fitted their level well and paid attention to recent developments within the field of occupational therapy. They moreover indicated that they learned new knowledge about occupational therapy during the course. All the participants (except two who had no real opinion about it) also found that the context of the course fitted their prior knowledge.
Despite that, we found variation when we asked the question of the course was in line with the daily reality in Ukraine. More than 75% agreed on it and two persons answered with neither agree nor disagree. One participant disagreed and found that the course was not in line with the daily reality in Ukraine. We believe that it is the task of the teachers to make the transition to the daily reality in Ukraine in order to make the content of the course accessible for Ukrainian students.
However, the participants indicate that the course was well-organized, attractively designed, had a logical structure and was cohesive. The course materials and language used were clear to the participants and they found that the visual materials used during the course had an added value. The teaching methods were well chosen and in line with the goals of the course. The participants agreed that the course was attractively designed and sufficiently interactive and were appreciative towards the (interactive) assignments. Only one participant had no real opinion about those last two aspect (answered neither agree nor disagree).
Moreover, the participants all indicated that they will integrate the course content, learning methods and activities in their own teaching practice. There is also an overall agreement that the applied learning methods and activities were inspiring for their own teaching practice. This is in line with the perspectives the participants had of the trainer. The participants were extremely positive about the trainer. They found that the trainer was able to keep their attention during the course and was open to questions and feedback. The trainer was seen as someone with sufficient professional knowledge and didactic skills to teach the course and someone who made good translations from theory to practice.