本科生理疗法教育的能力:一个范围审查
Tonderai W Shumba1, Ara Tekian2
1Department of Occupational Therapy and Physiotherapy, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Windhoek, Namibia.
The South African journal of physiotherapy
|February 7, 2024
概括
本次审查提出了纳米比亚的物理治疗能力框架,概述了学生的19个基本能力和相关知识/技能. 该框架旨在加强该国基于能力的物理治疗教育.
科学领域:
- 医学教育 医学教育
- 物理治疗是物理治疗.
- 基于能力的教育 基于能力的教育
背景情况:
- 全球越来越多地认识到基于能力的医学教育的重要性.
- 国家物理治疗协会和管理机构必须为教育计划定义特定的能力.
研究的目的:
- 在本科物理治疗教育中绘制现有能力的地图.
- 提出纳米比亚物理治疗的特定背景能力框架.
主要方法:
- 使用乔安娜·布里格斯研究所框架进行了范围审查.
- 定性内容分析是根据世卫组织康复能力框架的五个领域进行的.
- 报告遵循了PRISMA扩展范围审查指南.
主要成果:
- 提出了五个核心能力领域的框架:实践,专业成长,学习,管理和研究.
- 确定了19个潜在的竞争力,每个竞争力都为学生定义了知识和技能活动.
- 该框架为物理治疗学生提供了一套结构化的期望.
结论:
- 拟议的能力需要专家的共识和验证才能在纳米比亚实施.
- 未来的研究应该探索教师,学生和临床医生对基于能力的物理治疗教育的观点.
- 进一步的研究应该调查学生能力的评估策略和评估框架.
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