Volume 26, Issue 4 (Winter 2026)
jrehab 2026, 26(4): 626-653 |
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raheb G, Rahmani N, latifian M, Abdi K. A Conceptual Model of Rehabilitation Education in Iran Based on the Grounded Theory. jrehab 2026; 26 (4) :626-653
URL: http://rehabilitationj.uswr.ac.ir/article-1-3660-en.html
URL: http://rehabilitationj.uswr.ac.ir/article-1-3660-en.html
1- Substance Abuse and Dependence Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
2- Department of Physiotherapy, The University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. ,ghraheb@gmail.com
3- Department of Rehabilitation Management, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
2- Department of Physiotherapy, The University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. ,
3- Department of Rehabilitation Management, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Abstract: (998 Views)
Objective Optimal rehabilitation education can lead to the cultivation of expert and influential people. This study aimed is provide a conceptual model of rehabilitation education in Iran based on the grounded theory.
Materials & Methods This is a qualitative study using the grounded theory method. Participants were 32 professors and doctoral students of rehabilitation disciplines (including occupational therapy, physiotherapy, speech therapy, social work, technical orthopedics, and rehabilitation management) from the University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. They underwent semi-structured interviews. The collected data were analyzed using Corbin and Strauss’s method.
Results Data analysis led to the emergence of 7 main categories (nature and requirements of rehabilitation education, improving learner motivation, process of rehabilitation education, rehabilitation education skills, rehabilitation education methods, rehabilitation education facilitators, rehabilitation education barriers/shortcomings) and 25 subcategories.
Conclusion Rehabilitation education requires attention to its structure, nature, and requirements that shape its educational components, processes, and outcomes. Blending learning is emphasized in rehabilitation education, and learners’ motivation is an important factor in promoting rehabilitation education.
Materials & Methods This is a qualitative study using the grounded theory method. Participants were 32 professors and doctoral students of rehabilitation disciplines (including occupational therapy, physiotherapy, speech therapy, social work, technical orthopedics, and rehabilitation management) from the University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. They underwent semi-structured interviews. The collected data were analyzed using Corbin and Strauss’s method.
Results Data analysis led to the emergence of 7 main categories (nature and requirements of rehabilitation education, improving learner motivation, process of rehabilitation education, rehabilitation education skills, rehabilitation education methods, rehabilitation education facilitators, rehabilitation education barriers/shortcomings) and 25 subcategories.
Conclusion Rehabilitation education requires attention to its structure, nature, and requirements that shape its educational components, processes, and outcomes. Blending learning is emphasized in rehabilitation education, and learners’ motivation is an important factor in promoting rehabilitation education.
Type of Study: Original |
Subject:
Rehabilitation Management
Received: 14/07/2025 | Accepted: 3/12/2025 | Published: 1/01/2026
Received: 14/07/2025 | Accepted: 3/12/2025 | Published: 1/01/2026
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This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
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