描述开发进入物理治疗师实践的核心可信任专业活动的过程:应用国家共识方法
Jean A Fitzpatrick1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19, Steven B Chesbro1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19, Gail M Jensen1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19
1Jean A. Fitzpatrick is the Director of the Programs in Physical Therapy, Assistant Dean, Vagelos College of Physicians & Surgeons, Vice Chair & Professor, Department of Rehabilitation & Regenerative Medicine at Columbia University. She is the board-certified clinical specialist in orthopedic physical therapy. 617 West 168th Street, Georgian Building, Room 323, New York, NY 10032 (jt2634@cumc.columbia.edu). Please address all correspondence to Jean A. Fitzpatrick.
19个核心可委托专业活动 (EPA) 被确定为进入实践的物理治疗博士 (DPT) 学生必不可少的. 这一基于共识的框架为入门级物理治疗绩效结果建立了国家标准.
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 基于能力的教育
- 专业发展专业发展
背景情况:
- 开发基于能力的教育 (CBE) 计划需要定义与社会物理治疗 (PT) 需求一致的共识驱动的学习者成果.
- 值得信赖的专业活动 (EPA) 整合了患者护理的关键能力,作为教学,学习和评估的框架.
研究的目的:
- 描述国家基于共识的过程,为物理治疗博士 (DPT) 学生建立核心EPA.
- 定义DPT学生在进入临床实践时应独立执行的可观察实践单位.
主要方法:
- 一个经过修改的Delphi方法,涉及4阶段的代过程.
- 一个国家EPA起草小组 (15 PTs) 和一个反应堆小组 (190名参与者) 提供了多种观点.
- 共识被定义为受访者之间>80%的同意.
主要成果:
- 19个核心EPA被确定为入门级DPT毕业生必不可少的.
- 每个EPA包括5-7个关键能力,根据学习者特征进行映射.
- 这些EPA保证毕业生可以安全地,无监督地进行基本活动.
结论:
- 确定的核心EPA建立了一个国家标准,用于进入临床实践时的最低性能结果.
- 该EPA框架支持对安全有效的物理治疗实践的关键能力的教学和评估.
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