臺灣教育系統物理治療師於兒童物理治療教育的課程精進：初步探討

A Preliminary Report on The Curriculum Enhancement in Pediatric Physical Therapy Courses of School-Based Physical Therapist in Taiwan

10.6215/FJPT.202409_49(3).0006

汪佩蓉(Pei-Jung Wang)；賀葳(Wei Ho)；王雅瑜(Ya-Yu Wang)；黃維彬(Wei-Pin Huang)；黃湘茹(Hsiang-Ju Huang)；王一珺(Yi-Chun Wang)；陳昭縈(Chao-Ying Chen)

物理治療 ； 教育系統 ； 課程精進 ； 能力 ； Physical therapy ； School-based system ； Curriculum enhancement ； Competency

物理治療

49卷3期（2024 / 09 / 01）

159 - 169

繁體中文;英文

自1997年特殊教育法修訂公布以來，身心障礙學生得以依法享有相關專業服務，物理治療師也因此從醫療院所走進了教育系統。然而物理治療師在教育系統中的職責範疇、團隊合作角色、及評估與介入目標等，與在一般醫療院所之專業能力要求也有所不同。因此，本篇文獻以Effigen等人所提出的九項教育系統物理治療師應具備之能力為基礎，整合國內外文獻，並參考第一線教育系統物理治療師意見，比對目前國內大學課程及職前訓練課程，對物理治療師於教育系統能力養成的完整性進行探討。整體而言，目前大學課程在基本評估、服務記錄撰寫、及研究知能有較足夠的訓練，但對於教育系統中的團隊合作、介入及目標擬定等能力培養，則較欠缺符合教育系統情境之實務訓練。建議大學養成教育課程中，可加強相關實務課程，如：作息本位介入、情境介入，以銜接教育系統職前訓練課程，讓學生具備進入教育系統服務的能力。同時，建議相關單位可舉辦繼續教育課程，擴展治療師專業素養及能力。

Since the passage of The Special Education Act in 1997, students with disabilities have been able to receive appropriate educational, social, and other professional services, including physical therapy, to support the full development of their potential. However, the roles and responsibilities of a physical therapist working in an educational differs from those in clinical settings. Therefore, this review aims to examine the integrity and completeness of Taiwan's entry level and pre-employment training for school-based physical therapists based on the nine competencies proposed by Effgen et al. In general, existing curriculum and training provide sufficient focus on relevant skills for basic evaluation, service record keeping, and research at entry level; but there is a noticeable gap in skills development for teamwork, treatment planning, and goal setting that are suitable for an educational context. Thus, it is highly recommended to strengthen the practical component of the entry level curriculum, such as Routines-Based Intervention (RBI) and context intervention, to better prepare students as they into pre-employment training as school physical therapists. In addition, it is recommended that relevant agencies establish continuing education programs to sustain the long-term professional development of physical therapists.