入门级儿科物理治疗教育中的基本能力。

Essential competencies in entry-level pediatric physical therapy education.

作者信息

Rapport Mary Jane, Furze Jennifer, Martin Kathy, Schreiber Joe, Dannemiller Lisa A, Dibiasio Paula A, Moerchen Victoria A

机构信息

University of Colorado (Drs Rapport and Dannemiller), Aurora, Colorado; Creighton University (Dr Furze), Omaha, Nebraska; Krannert School of Physical Therapy (Dr Martin), University of Indianapolis, Indianapolis, Indiana; Chatham University (Dr Schreiber), Pittsburgh, Pennsylvania; Elon University (Dr DiBiasio), Elon, North Carolina; University of Wisconsin-Milwaukee (Dr Moerchen), Milwaukee, Wisconsin.

出版信息

Pediatr Phys Ther. 2014 Spring;26(1):7-18. doi: 10.1097/PEP.0000000000000003.

DOI:10.1097/PEP.0000000000000003

PMID:24356312

Abstract

BACKGROUND

The Section on Pediatrics (SoP) convened an Education Summit in July 2012 to examine, discuss, and respond to documented inconsistencies and challenges in teaching pediatric physical therapy (PT) content in entry-level professional education programs. Despite previous attempts by the SoP to provide guidance around teaching pediatric PT, variability continued to be extensive across programs.

KEY POINTS

This article presents the core competencies developed out of the Summit to inform pediatric content in the entry-level PT curriculum. In addition, the core competencies were linked to teaching strategies, learning activities, assessment outcomes, and curricular structures.

STATEMENT OF CONCLUSIONS

Consensus was reached on 5 core competencies that represent a knowledge base essential to all graduates of PT programs. In contrast to prior SoP documents, these competencies were specifically designed to focus on knowledge and skills unique to pediatric practice but essential for all graduates of accredited entry-level PT education programs.