Graduate Level ICF Education

Research Making a Difference

www.canchild.ca

Development and implementation of a graduate-level, application focused ICF course to promote utilization in research and practice

June 5, 2015Tram Nguyen MSc. PhD Candidate & Dr. Olaf Kraus de Camargo, Dr. Jan Willem Gorter

What’s unique about this ICF course?

• The innovation of this course is that it’s application-focused structure through peer and instructor mentorship.

• A strength of the course is the diversity of instructors to model different approaches to how the ICF can be applied in research and practice.

Course StructureModule Topic Target

Introduction (in-class) Review and discuss course format

Complete ICF Knowledge SurveyDiscuss course instructors. Present backgrounds and areas of interest and expertise.

Module 1 (in-class) Conceptual basis and history of ICF

Mentor should be identified and general topic chosen

Module 2 (in-class) ICF in-clinical practice and inter-professional collaboration

Familiarize with clinical applications of ICF

Module 3 (in-class) ICF to create, select or evaluate outcome tools for research and practice

Familiarize with ICF and tools

Module 4 (in-class) ICF in teaching and knowledge-translation

Familiarize with ICF and KT

Course StructureModule Topic Target

Due date Instructor meeting to finalize mentors and peer-review partners

One-page project proposals (include requested mentor)..

Independent Study Develop chosen project with mentor

Final Presentations Complete ICF Knowledge SurveyCourse wrap-up

Independent Study Complete written projects

Peer review of final presentations and written report

Final evaluation

What is the teaching strategy?

• Traditional lectures, small and large group discussions (among peers and with instructors). The course consisted of an in-class phase and a project phase.

• The course introduction and Modules 1-4 are full-day five-hour format. Module 5 is an independent study related to the student’s personal area of interest in research or practice guided by a chosen instructor.

• To date, two cohorts of students have piloted the course since it’s implementation in 2011.

• Results indicate that the course assisted students in applying the ICF into practice through instructor and peer mentorship interactive approach to learning. Student feedback through course evaluation also revealed that they appreciated the diversity of instructors to illustrate the multiple perspectives of applying the ICF.

• Student projects have resulted in an array of publications and project reports to encourage change in practice.

What are the results?

Outcomes 2011Training program

Project Title Type of Output

Physical Therapy Content comparison of the Movement Disorders Sponsored Unified Parkinson’s Disease Rating Scale’ and the ‘Parkinson’s Disease Questionnaire 39’

Manuscript to be submitted for publication

Nursing Comparing the utility of the ICF framework versus the Hospice Palliative Care Model

Program plan

Rehabilitation Science

Use of the international classification of functioning, disability and health as a framework for transition from pediatric to adult healthcare

Manuscript published



Physiotherapy 1. Content Analysis: Content comparison between the Patient-rated Wrist (Hand) Evaluation, Michigan Hand Questionnaire and on International Classification of Functioning, Disability and Health (ICF) core sets

Manuscripts to be submitted for publication

The Content Comparison between Disability of Arm, Shoulder and Hand (DASH) and Shoulder Pain and Disability Index (SPADI) Content Based on The International Classification of Functioning, Disability and Health Core Set for Hand Conditions Measuring health related quality of life (HRQOL) in HIV positive individuals - Content comparison of measures based on the International Classification of Functioning, Disability and Health



Kinesiology Exploring the Aquatic Environment for Disabled Children: How We Can Conceptualize and Advance Interventions With the ICF


Rehabilitation Science

Applications of the International Classification of Functioning, Disability and Health in goal-setting practices in healthcare


Key Messages• It is hoped that professional programs will model our

approach to develop similar courses within their professional curriculum to build capacity for application of the ICF.

• Education and training through a combination of peer support and mentorship for health professionals in the use of the ICF could assist with facilitating its uptake.

References• Nguyen T, Gorter JW. Use of the international classification of

functioning, disability and health as a framework for transition from paediatric to adult healthcare. Child Care Health Dev 2013.

• Cross A, Rosenbaum P, Gorter JW Exploring the Aquatic Environment for Children With Disabilities: How We Can Conceptualize and Advance Interventions With the ICF. Crit Rev Phys Rehabil Med 2013; 25 (1-2): DOI: 10.1615/CritRevPhysRehabilMed.v25.i1-2

• Constand MK, MacDermid JC. Applications of the International Classification of Functioning, Disability and Health in goal-setting practices in healthcare. Disabil Rehabil 2014;36(15):1305-1314.

Thank-you & Acknowledgements

• CanChild Team• ICF staff and course instructors• All of you for listening!

Health & Medicine

Graduate Level ICF Education