The World Health Organization’s International Classification of Functioning, Disability and Health (WHO-ICF) is a comprehensive and highly adaptable framework that provides a universal language and shared health concepts to articulate human functioning across the lifespan and from individual to population health settings. It provides a global, biopsychosocial, and holistic structure for conceptualising the human experience of health and health service provision. Consequently, the ICF framework offers hope for a universal map for health service providers that bridges professional, cultural, economic, and geographical variations. While the use of the ICF is typically mandated by health professions accreditation bodies, integration of the ICF in medical and health professional education programmes has been slow. In addition, its potential for scaffolding interprofessional education for collaborative practice has not been maximised. In this Perspective paper, we draw on our extensive experience in developing curricula and teaching within a range of health professions programmes (medicine, occupational therapy, physiotherapy, and speech-language pathology) to provide advice on conceptual, theoretical, and practical dimensions of embedding the ICF framework within curricula to support interprofessional education and collaborative practice.

中文翻译：

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将功能、残疾和健康的国际分类纳入卫生专业课程，以实现跨专业教育和协作实践

世界卫生组织的国际功能、残疾和健康分类 (WHO-ICF) 是一个全面且适应性强的框架，它提供了通用语言和共享的健康概念，以阐明人类在整个生命周期以及从个人到人口健康环境的功能。它提供了一个全球性的、生物心理社会的、整体的结构，用于概念化人类健康和健康服务提供的经验。因此，ICF 框架为医疗服务提供者提供了一个弥合专业、文化、经济和地理差异的通用地图的希望。虽然 ICF 的使用通常是由卫生专业认证机构强制要求的，但将 ICF 纳入医疗和卫生专业教育计划的进程却进展缓慢。此外，其为协作实践搭建跨专业教育的潜力尚未最大化。在这篇展望论文中，我们利用在一系列健康专业项目（医学、职业治疗、物理治疗和言语病理学）中开发课程和教学的丰富经验，就嵌入的概念、理论和实践维度提供建议课程中的 ICF 框架支持跨专业教育和协作实践。