从概念到实践:教师对在物理治疗中运行基于能力的教育的看法
Robin Lucas Burns1,2,3,4, Michael Furtado1,2,3,4, Peggy Gleeson1,2,3,4
1Robin Lucas Burns is an assistant professor at University of North Texas Health Science Center in the Department of Physical Therapy, 3500 Camp Bowie Blvd, Fort Worth, TX 76107 (Lucas.Burns@unthsc.edu). Please address all correspondence to Robin Lucas Burns.
Journal, physical therapy education
|August 12, 2025
概括
物理治疗教育正在转向基于能力的教育 (CBE),以确保实践的准备. 本研究确定了CBE实施的关键主题,强调需要一个标准化的框架来确保一致的临床准备.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 基于能力的教育 (CBE)
背景情况:
- 物理治疗领导力倡导基于能力的教育 (CBE) 以提高实践准备.
- 中央银行要求证明能力,这与基于平均分数的传统模式不同.
- 缺乏CBE实施的共同框架可能会影响临床准备.
研究的目的:
- 探索物理治疗教师实施基于能力的教育的经验.
- 确定与CBE在物理治疗教育中的实施相关的关键主题和子主题.
主要方法:
- 使用半结构面试进行的定性现象学研究.
- 招募了12名具有CBE经验的物理治疗教师.
- 用专题分析来分析采访数据.
主要成果:
- 从分析中出现了六个总体主题和18个子主题.
- 这些主题涵盖了CBE实施的基本方面和组成部分.
- 结果说明了支持CBE在物理治疗中的核心元素.
结论:
- 物理治疗中的CBE专注于掌握能力和与社会需求保持一致.
- 物理治疗教育独特地强调情感发展和适应性专业知识.
- 需要使用共识寻求方法进行进一步的研究,以验证主题并制定实施框架.
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