Division of Teaching and Outcomes of Education, Faculty of Health Science, Medical University of Warsaw, ul. Żwirki i Wigury 61, 02-091 Warsaw, Poland.
Physiotherapy. 2012 Mar;98(1):76-85. doi: 10.1016/j.physio.2011.02.003. Epub 2011 Apr 30.
Differences in the organisation of educational systems and regulations pertaining to the practice of a profession can influence the attitudes of students towards their chosen career and their perceptions of employment possibilities. The aim of this paper was to discuss the different educational systems and legal regulations pertaining to the practice of physiotherapy in selected countries of the European Union (EU), and to present some conclusions regarding the influence of these differences on the perceptions of first-year physiotherapy students on their chosen career.
Quantitative questionnaire-based study.
Twenty-one university-level schools in the Czech Republic, Latvia, Malta, Poland, Spain and the U.K.
Six hundred and sixty-seven first-year physiotherapy students.
The mean response rate was 74%. Most students (79%) reported that a personal interest was the main reason why they had decided to study physiotherapy (79%). Most students from Spain and the Czech Republic reported that, on completion of their studies, they would like to work as physiotherapists (61/120, 51% Czech Republic; 140/250, 56% Spain), compared with only 4% of Polish students (P<0.001). Most students from Poland and Spain were not familiar with employment opportunities in their respective countries (202/250, 81% Spain; 212/250, 85% Poland), and claimed that it is difficult to find employment as a physiotherapist in their country. Most students from the Czech Republic, Latvia, Malta, Poland, Spain and the U.K. claimed that it is easy to find a job in other EU countries.
Most physiotherapy students chose their course because of an interest in physiotherapy. They were not familiar with employment possibilities for graduates, and believed that it is easier to find work in other EU countries. Both factors may further aggravate the problem of unemployment among physiotherapists.
教育系统和职业实践相关法规的差异可能会影响学生对所选职业的态度和对就业可能性的看法。本文旨在讨论欧盟（EU）部分国家的物理治疗实践相关教育体系和法律规定，并就这些差异对一年级物理治疗学生对所选职业的看法的影响提出一些结论。
基于问卷调查的定量研究。
捷克共和国、拉脱维亚、马耳他、波兰、西班牙和英国的 21 所大学级学校。
667 名一年级物理治疗专业学生。
平均回复率为 74%。大多数学生（79%）表示个人兴趣是他们决定学习物理治疗的主要原因（79%）。与波兰学生（4%）相比，来自西班牙和捷克共和国的大多数学生（61/120，51%捷克共和国；140/250，56%西班牙）报告称，完成学业后，他们希望成为物理治疗师。来自波兰和西班牙的大多数学生不熟悉各自国家的就业机会（202/250，81%西班牙；212/250，85%波兰），并声称在本国很难找到物理治疗师的工作。来自捷克共和国、拉脱维亚、马耳他、波兰、西班牙和英国的大多数学生表示，在其他欧盟国家找到工作很容易。
大多数物理治疗学生选择他们的课程是因为对物理治疗感兴趣。他们不熟悉毕业生的就业机会，并认为在其他欧盟国家找到工作更容易。这两个因素可能会进一步加剧物理治疗师失业的问题。
