臺灣養成級物理治療師教育之兒童物理治療課程專業核心能力現況：初步探討

A Preliminary Report on the Core Competencies in Pediatric Physical Therapy Courses of Entry-Level Physical Therapist Education in Taiwan

10.6215/FJPT.202409_49(3).0003

鄭曉倩(Shiau-Chian Jeng)；潘懿玲(Yi-Ling Pan)；趙婉君(Wan-Chun Chao)；郭曉意(Hsiao-I Kuo)；吳晏慈(Yen-Tzu Wu)；劉文瑜(Wen-Yu Liu)

物理治療教育精進 ； 養成級教育 ； 兒童物理治療 ； 專業核心能力 ； 可信賴專業教學活動 ； Refinement of physical therapy education ； Entry-level education ； Pediatric physical therapy ； Essential core competencies ； Entrustable professional activities

物理治療

49卷3期（2024 / 09 / 01）

121 - 134

繁體中文;英文

目的：為探索未來臺灣養成級兒童物理治療教育的精進方法，本文應用快速範疇文獻回顧方法（quick scoping review）回顧國外教育專家制定兒童物理治療專業核心能力，及初步探索國內養成級教育執行情況做比較和討論。方法：根據美國物理治療學會的兒童專科所提出兒童物理治療之五項專業核心能力，與澳洲Baque等人發展的問卷為基礎，發展線上問卷，用email寄到各系科邀請教授兒童物理治療的專任教師填答，以描述統計呈現資料結果。結果：臺灣物理治療系科的參與率100%。學校教師認為在教學內容中包含五項專業核心能力之平均比例為51.1%～77.8%。其中「人類發展」、「適齡病人／個案處置」、「提供以家庭為中心的服務」為納入最高的三項。相對於美國和澳洲研究，涵蓋「健康促進和安全」及「立法、政策和系統制度」在課程比例較低。結論：初步資料分析顯示臺灣在養成級兒童物理治療教育課程內容有涵蓋美國和澳洲的兒童物理治療師之專業核心能力。未來仍需進一步釐清資料才能對於精進方向有所建議。

Purposes: In order to explore the strategies for moving toward excellence in the entry-level Pediatric Physical Therapy (PPT) education in Taiwan, the purpose of this preliminary report was to describe and summarize a quick scoping review to explore the essential core competencies (ECCs) for PPT, as well as a survey to explore the PPT educators' perception in Taiwan regarding to the implementation on the ECCs of PPT in entry-level physical therapy education. Methods: An online survey was developed based upon the five major ECCs in PPT proposed by the Section on Pediatrics (SoP), American Physical Therapy Association (APTA), USA and survey by Baque et al. from Australia. The full-time faculty members involved with PTT education in Taiwan were invited to participate in this online survey, via an e-mail message to their program. Results: The survey had an institutional response rate of 100%. The faculties perceived their program curricula including the five ECCs proposed by APTA with a mean proportion of 51.1%-77.8%. The top three included were "human development", "appropriate age patient/case handling", and "Providing family-centered services". Comparing to the results of the studies from the United States and Australia, "health promotion and safety" and "legislation, policy, and systems" were the two ECCs included less in the curriculum. Conclusion: Preliminary data analysis shows that the curriculum of the entry-level PPT education in Taiwan was broadly in line with the ECCs of PPT in USA and Australia. However, data need to be clarified in the future to make suggestions for the area of improvement.