专业儿科物理治疗教育的描述。
A description of professional pediatric physical therapy education.
作者信息
Schreiber Joe, Goodgold Shelley, Moerchen Victoria A, Remec Nushka, Aaron Carolanne, Kreger Alison
机构信息
Chatham University, Pittsburgh, Pennsylvania, USA.
出版信息
Pediatr Phys Ther. 2011 Summer;23(2):201-4. doi: 10.1097/PEP.0b013e318218f2fe.
PURPOSE
The purpose of this work was to reexamine the status of professional pediatric physical therapy education in the United States.
METHODS
A task force designed a 16-item survey and contacted representatives from all professional physical therapy programs.
RESULTS
Surveys were gathered from 151 programs for a return rate of 75%. Much variability exists across programs in total number of hours devoted to pediatrics (range, 35-210 hours). In addition, almost 60% of respondents indicated that the individual responsible for delivering the pediatric content will be retiring within the next 15 years.
CONCLUSION
These results describe current pediatric professional education and provide numerous opportunities and challenges for the development of optimal professional pediatric education.
目的
本研究旨在重新审视美国儿科专业物理治疗教育的现状。
方法
一个特别工作组设计了一份包含16个项目的调查问卷，并联系了所有专业物理治疗项目的代表。
结果
共收集到151个项目的调查问卷，回复率为75%。各项目用于儿科教学的总时长差异很大（范围为35 - 210小时）。此外，近60%的受访者表示，负责讲授儿科内容的人员将在未来15年内退休。
结论
这些结果描述了当前的儿科专业教育情况，并为优化儿科专业教育的发展提供了众多机遇和挑战。
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