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二十一世紀物理治療教育之期許

Perspectives on Physical Therapy Education in the New Millennium

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摘要


為符合社會之期望與要求,同時兼顧世界物理治療專業教育之水準,物理治療學界由1997年開始舉辦一連串全國性之物理治療教育座談會。最近一次為在1999年9月至2000年3月於教育部委託下,進行三階段之全國物理治療教育研討會。會中對課程規畫、臨床教育目標、內涵及評鑑、技職教育與物理治療畢業生供需問題做一探討。大會最後訂定大學物理治療畢業生應具備之專業能力與專業特質,確定核心課程科目與學分,臨床實習場所與臨床教學師資之標準,臨床實習之一般目標與分科目標,物理治療臨床教育之評鑑內容。同時,與會人員一致建議物理治療師之培育至少為7年(高中職3年加大學院級4年),並建議四技或二技之技職教育課程主體架構原則上應等同大學課程,但可朝長期照護的方向發展。此外,根據調查,未來三年內物理治療人力之需求將遠低於人才之培育,建請有關當局重視此課題,及早規畫因應。

關鍵字

物理治療 教育

並列摘要


The very existence of the physical therapy profession is dependent upon meeting the need and expectations of society. To meet the needs and expectations of society and to bring our educational system into accordance with the progressive trends of physical therapy education worldwide, the physical therapy profession in Taiwan has launched a series of nation-wide educational meetings since 1997. The most recent event was held from September 1999 to March 2000 in Taipei under the sponsorship of the Ministry of Education, R.O.C. The mission of this 3-stage meeting was to forge a consensus among physical therapy educators and clinicians on a wide range of issues: the design of curriculum, objectives and contents of clinical education, accreditation issues, physical therapy education in the Technological and Vocational Educational System, and issues of the marketplace and the potential oversupply of physical therapists in Taiwan. The following tasks were achieved: 1)formulation of a professional outcome (professional competence and attitude) for entry-level physical therapy education, 2) finalization of a core curriculum for a physical therapy program, 3) establishment of guidelines for the selection of clinical sites and qualification for clinical instructors, 4) institution of general and specific objectives for clinical education as a whole and for subspecialty rotation specifically, and 5) drafting of the standard processes and contents of accreditation for physical therapy clinical education. It was also suggested that the curriculum of those physical therapy programs in the Technological and Vocational Educational System should be held to the same standards as those in the universities and should be geared towards the service of long-term care clients. It was also concluded that the minimum standards for entry-level physical therapy education should require a total of 4 years of professional education in a college or university. Results of a survey launched at the beginning of the 3-stage meeting indicated that the marketplace for physical therapists in Taiwan would be in a state of oversupply within 3 years with the current rate of production. Suggestions were made to bring the issue of physical therapist oversupply to the attention of the proper authorities and to make suitable plans to curb the ill effects of an oversupply of physicaltherapists in the near future.

並列關鍵字

education physical therapy

被引用紀錄


蔡美文、鄭素芳、王淑芬(2022)。臺灣六年制物理治療教育的創建台灣醫學26(6),665-676。https://doi.org/10.6320/FJM.202211_26(6).0005

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