物理治療養成教育輔助科技領域之國際趨勢、臺灣教育現況與課程規劃綱要

International Trends, Present Educational Situation and Curriculum Planning Guidelines in Taiwan for Entry-Level Physical Therapy Education in the Field of Assistive Technology

10.6215/FJPT.202409_49(3).0001

李惠敏(Hui-Min Lee)；李淑貞(Shwn-Jen Lee)

物理治療養成教育 ； 教育準則 ； 課程規劃 ； 輔助科技 ； 輔具 ； Entry-level physical therapy education ； Educational guidelines ； Curriculum ； Assistive technology ； Assistive devices

物理治療

49卷3期（2024 / 09 / 01）

97 - 107

繁體中文;英文

背景與目的：透過瞭解物理治療養成教育輔助科技領域在世界物理治療專業先進國家之趨勢及臺灣教育現況，提出輔助科技領域教育準則與內容建議。方法：蒐集統整文獻及課程資料，召開專家委員共識會議，進行討論與資料確認。結果：世界物理治療聯盟2021年發表之教育架構指出「適當使用科技」為物理治療介入之重要環節，並強調無障礙環境相關知能。臺灣物理治療養成教育目前各校規劃有2～8學分不等之必修課程，授課主題涵蓋輔具分類、法規、服務模式與理論，及各式輔具類別介紹，多數學校亦安排特色選修課程。依據基礎概論與輔具實務兩主軸，建議22項必修課程主題，針對19項輔具實務主題建議教授產品設計特色、主要常見產品與產品實務應用。討論：臺灣物理治療養成教育輔助科技領域之課程規劃符合國際期待，呼應輔助科技知能為物理治療養成教育必要環節之國際趨勢。提供具體課程規劃方針及內容，以培育具國際水準專業能力之物理治療人才，深化物理治療專業之社會貢獻。

Background and Purpose: Through the understanding of international trends, and present educational situation for entry-level physical therapy education in Taiwan, the educational guideline and contents in the field of assistive technology were suggested. Methods: Literature was reviewed, and course information from physical therapy programs in Taiwan was collected and consolidated. The consensus meeting of expert committees was held to discuss and confirmed all the integrated information. Results: The Physiotherapist Education Framework published by WCPT in 2021 indicated that "appropriate use of technology" is an essential aspect of physical therapy service. Moreover, the knowledge and practice of barrier-free environments were further emphasized in the Framework. Regarding the current status of assistive technology curriculum in Taiwan's physical therapy program, the number of credit points for required courses in the field of assistive technology ranging from 2 to 8 among different programs. The course contents involved topics of the classification of assistive products, regulations for assistive technology services, service models and theories, and various types of assistive devices including newly emerging technologies. Most programs also provided various elective courses. Based on the two main lines of basic introduction and assistive technology practice, the committee summarized and recommended 22 topics for the required course. It was further suggested to instruct features of product design, major products and product application for the 19 topics of assistive technology practice. Discussion: Results from this project demonstrated that the curriculum in the field of assistive technology in entry-level physical therapy education in Taiwan met international expectations and matched the trend that the knowledge of assistive technology is an essential part in physical therapy education. We further provided educational objectives, clear and specific guidelines for essential competence and curriculum content for entry-level physical therapist education in the field of assistive technology in Taiwan.