Objective To cultivate competent rehabilitation assistive technology workers and systematically develop the undergradu-ate curriculum courses of assistive technology using World Health Organization Rehabilitation Competency Framework(RCF)and International Classification of Functioning,Disability and Health(ICF). Methods The competence of assistive technology workers was discussed based on the ICF,RCF and the service needs of modern assistive devices and technology,and the undergraduate curriculum courses of rehabilitation assistive technology were developed referring to the national vocational competence standards. Results Referring to the national vocational competence standards,the entry-level competence of assistive technology workers was developed based on ICF and RCF.The objectives of undergraduate education were set.Moreover,the undergraduate curriculum courses and core course of assistive technology were developed. Conclusion The undergraduate curriculum courses of assistive technology are developed using ICF and RCF.This will help improve the quantity and competency of rehabilitation assistive technology workers and increase the access for people with disabilities to obtain assistive technology.

ObjectiveTo systematically develop the courses of rehabilitation based on World Health Organization rehabilitation competency framework (RCF). MethodsThe theories and methods of RCF were used to analyze competency characteristics of rehabilitation workers and educational objectives to construct the curriculum contents in rehabilitation. ResultsThe competency of the rehabilitation workers included practice, professionalism, learning and development, management and leadership, research, values and beliefs in the specific rehabilitation situations. The objectives of rehabilitation medicine education needed to correspond to the competencies of the rehabilitation workers and set up knowledge units that could develop competency in terms of behaviour, activity tasks and proficiency. The curriculum systems of rehabilitation with RCF included the fields of rehabilitation physiotherapy, rehabilitation occupational therapy, hearing and speech rehabilitation, and prosthetic and orthopaedic engineering, etc. ConclusionThe teaching objectives corresponding to the competency characteristics of rehabilitation workers need to be translated into competency-based education. The curriculum contents in rehabilitation needs to be systematically constructed based on RCF from the areas of rehabilitation physiotherapy, rehabilitation occupational therapy, hearing and speech rehabilitation, and prosthetic and orthopaedic engineering.