物理治疗中的领导教育:优先考虑干预的路线图
François Paquet1,2,3, Richard Debigaré1,2,3, Alexandre Lafleur1,2,3
1François Paquet is a lecturer at Faculty of Medicine, Université Laval Pavillon Ferdinand-Vandry 1050, avenue de la Médecine, Local 4447 Québec, Canada G1V0A6 (FrancoisPaquet@fmed.ulaval.ca). Please address all correspondence to François Paquet.
Journal, physical therapy education
|October 6, 2025
概括
本研究确定了物理治疗计划的关键领导力培训干预措施,并建议社区实习和服务项目. 这些基于证据的策略旨在增强学生的学习能力.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 领导力发展 领导力发展
- 物理疗法物理治疗
背景情况:
- 领导力培训对于医疗保健至关重要,但与物理治疗师教育不一致.
- 与医学和护理相比,关于领导干预的现有研究在物理治疗中是有限的.
- 这种差距影响了该专业创新和扩大其实践范围的能力.
研究的目的:
- 从健康科学项目中确定与物理治疗领导力发展相关的有影响力的教育干预措施.
- 提供基于证据的路线图,将领导能力纳入入入门级物理治疗课程.
- 促进健康促进,倡导,并在物理治疗专业内扩大实践范围.
主要方法:
- 在大学健康科学课程 (Medline,CINAHL,ERIC) 中对领导教育干预措施进行了文献审查.
- 利用了两轮的德尔菲方法,与来自9个加拿大物理治疗计划的19名学术教师合作.
- 根据教育策略 (Tremblay-Wragg) 和影响水平 (Kirkpatrick) 分类干预措施.
主要成果:
- 从30篇精选的文章中确定了27个领导干预措施,主要来自医学和护理.
- 在24项干预措施上达成共识,对社区实习 (100%),服务项目 (95%) 和宣传项目 (95%) 的高度同意.
- 基于项目的学习,团队合作和体验式学习是最受认可的社会建设主义策略;大多数干预措施影响了知识/技能 (Kirkpatrick 2 级).
结论:
- 这项研究提供了一个基于证据的框架,用于在物理治疗教育中实施领导干预.
- 优先考虑推干预措施可以提高学生的领导能力.
- 这些发现支持未来的多站点试验和物理治疗领导力发展的纵向结果研究.
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