PDF(Pubmed)
Abstract：
Professionalism is a critical attribute that occupational therapy students must establish throughout education, especially in the context of assistive technology (AT). This study aimed to construct a multidimensional perspectives checklist (MPC) from the stakeholders to reflect professionalism development in the AT service courses. Fifteen experts in AT clinical practice and educators (N = 15) consented to and completed three rounds of the Delphi survey. Data were qualitatively analyzed to form a preliminary checklist in the first round. In rounds two and three, participants rated their level of agreement with the MPC items. A descriptive analysis of consensus was performed. Thirty items were classified into five subscales (teachers, therapists, patients, peers, learners) and fit into a framework with three dimensions and seven categories. After the Delphi survey, the MPC achieved high consensus, convergence, and stability. Two additional categories of professionalism emerged in the study, namely aesthetic and personal characteristics and reflection. The MPC developed in this study reflects the perspectives of various stakeholders in occupational therapy practice, providing helpful information for students to prepare themselves. Therefore, the MPC could contribute to expanding and developing the scope of professionalism in occupational therapy, especially in AT service.
摘要：
专业精神是职业治疗学生必须在整个教育过程中建立的关键属性，特别是在辅助技术（AT）的背景下。本研究旨在从利益相关者那里构建多维视角清单（MPC），以反映AT服务课程中的专业发展。AT临床实践和教育工作者的15名专家（N=15）同意并完成了三轮Delphi调查。在第一轮中对数据进行定性分析以形成初步清单。在第二和第三回合中，参与者对他们与MPC项目的协议水平进行了评级。对共识进行描述性分析。30个项目分为五个分量表(教师，治疗师,病人,同行,学习者)，并适合具有三个维度和七个类别的框架。在Delphi调查之后,MPC达成了高度共识，收敛,和稳定性。研究中出现了另外两类专业精神，即审美和个人特征与反思。在这项研究中开发的MPC反映了职业治疗实践中各个利益相关者的观点，提供有用的信息，让学生做好准备。因此,MPC可以为扩大和发展职业治疗的专业范围做出贡献，特别是在AT服务。
