School of Health and Population Sciences-Nursing and Physiotherapy, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
Physiotherapy. 2013 Jun;99(2):132-8. doi: 10.1016/j.physio.2012.05.008. Epub 2012 Jul 27.
To explore whether consensus exists about content and professional identity represented within pre-registration cardiorespiratory physiotherapy (CPT) curricula, and to establish whether the curricula feature contemporary themes evident in policy and professional guidance in order to test whether CPT education is demonstrating responsiveness and relevance to practice.
An exploratory qualitative case study design employing documentary analysis of curricula materials related to CPT.
Fourteen UK higher education institutions offering undergraduate physiotherapy qualifying programmes agreed to participate.
Relevant curriculum documentation was requested, such as student module guides, programme handbooks and institutional module descriptors, encompassing information including indicative content, teaching and learning methods, and modes of assessment. Document analysis combined deduction (through content analysis) and induction (through thematic analysis).
Consensus was observed on core content, underpinning philosophy and professional identity across institutions. The projected identity appeared to be strongly biomedical in focus, and was less well influenced by some of the contemporary aspects promoted by the Chartered Society of Physiotherapy, such as promotion of a patient-centred model of practice and acknowledgement of the emotional challenges existing within this area of work.
Continuing critical review of the content and approach promoted within curricula is needed to ensure that learning remains relevant and responsive to current agendas. This study supports the need for course teams to reconsider the emphasis within individual curricula to ensure that responsiveness and relevance to the practice setting are made explicit.
探索心肺物理治疗（CPT）预注册课程中是否存在内容和专业身份的共识，并确定课程是否具有政策和专业指导中明显的当代主题，以检验 CPT 教育是否表现出对实践的响应和相关性。
采用案例研究设计，对与 CPT 相关的课程材料进行文献分析。
14 家英国高等教育机构提供本科物理治疗资格课程，同意参与。
请求相关课程文件，如学生模块指南、课程手册和机构模块描述，包括指示性内容、教学和学习方法以及评估模式等信息。文件分析结合了演绎（通过内容分析）和归纳（通过主题分析）。
在核心内容、基础哲学和专业身份方面，各机构之间存在共识。预期的身份似乎主要集中在生物医学方面，而受物理治疗宪章协会提倡的一些当代方面的影响较小，例如促进以患者为中心的实践模式，并承认该领域工作中存在的情感挑战。
需要继续对课程中推广的内容和方法进行批判性审查，以确保学习仍然与当前议程相关且具有响应性。这项研究支持课程团队重新考虑个别课程中的重点，以确保对实践环境的响应性和相关性得到明确体现。
