物理治疗中的标准化儿科结果测量方法 第一部分:教育和临床实践的比较分析
Megan B Flores1, Ashley Parish, Catherine M Andrea
1Department of Physical Therapy, Baylor University, Waco, Texas (Dr Flores); Department of Physical Therapy, The University of Alabama at Birmingham, Birmingham, Alabama (Dr Parish); Doctor of Physical Therapy Program, University of St. Augustine for Health Sciences, St. Augustine, Florida (Dr Andrea); Department of Physical Therapy, Chapman University, Irvine, California (Dr Ito); Department of Physical Therapy, Western Michigan University, Kalamazoo, Michigan (Dr Jackson); Physical Therapy Program, Medical University of South Carolina, Charleston, South Carolina (Dr Parent Nichols).
物理治疗师教育计划在教导的儿科结果测量 (OMs) 与实践中使用的相比有所不同. 在教育和实践中调整OM可以更好地为学生准备现实世界的儿科物理治疗.
科学领域:
- 儿科物理治疗 儿科物理治疗
- 医疗保健教育卫生保健教育
- 结果测量结果的测量.
背景情况:
- 标准化的儿科结果测量 (OMs) 对于有效的物理治疗师 (PT) 实践至关重要.
- 在学术环境中教授的OM和在临床环境中使用的OM之间可能存在差距.
研究的目的:
- 确定在物理治疗师教育中教授的标准化儿科OM.
- 确定在物理治疗师临床实践中使用的标准化儿科OM.
- 为了比较教育中教授的OM与实践中使用的OM.
主要方法:
- 采用了一种解释性的,顺序的混合方法设计.
- 通过一项横截面电子调查收集了定量数据.
- 通过重点小组采访收集了定性数据.
主要成果:
- 在入门级PT课程中教授的标准化儿科OM和在专业实践中使用的OM之间发现了显著的差异.
- 整合了定量和定性数据,突出了这些差异.
结论:
- 需要对教师和临床医生在标准化儿科OM上进行协调.
- 改善课程与实践的协调可以更好地为儿科临床实践做好物理治疗师学习者的准备.
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