Norland Ryan, Muchnick Matthew, Harmon Zachary, Chin Tiffany, Kakar Rumit Singh
R. Norland, BS, PT, DPT, Department of Physical Therapy, Ithaca College.
M. Muchnick, BS, Department of Physical Therapy, Widener University, Chester, Pennsylvania.
Phys Ther. 2016 Apr;96(4):550-7. doi: 10.2522/ptj.20150057. Epub 2015 Nov 12.
As rehabilitation specialists, physical therapists must continue to stay current with advances in technologies to provide appropriate rehabilitation protocols, improve patient outcomes, and be the preferred clinician of choice. To accomplish this vision, the physical therapy profession must begin to develop a culture of lifelong learning at the early stages of education and clinical training in order to embrace cutting-edge advancements such as stem cell therapies, tissue engineering, and robotics, to name a few. The purposes of this article are: (1) to provide a current perspective on faculty and graduate student awareness of regenerative rehabilitation concepts and (2) to advocate for increased integration of these emerging technologies within the doctor of physical therapy (DPT) curriculum. An online survey was designed to gauge awareness of principles in regenerative rehabilitation and to determine whether the topic was included and assessed in doctoral curricula. The survey yielded 1,006 responses from 82 DPT programs nationwide and indicated a disconnect in familiarity with the term "regenerative rehabilitation" and awareness of the inclusion of this material in the curriculum. To resolve this disconnect, the framework of the curriculum can be used to integrate new material via guest lecturers, interdisciplinary partnerships, and research opportunities. Successfully mentoring a generation of clinicians and rehabilitation scientists who incorporate new medical knowledge and technology into their own clinical and research practice depends greatly on sharing the responsibility among graduate students, professors, the American Physical Therapy Association (APTA), and DPT programs. Creating an interdisciplinary culture and integrating regenerative medicine and rehabilitation concepts into the curriculum will cultivate individuals who will be advocates for interprofessional behaviors and will ensure that the profession meets the goals stated in APTA Vision 2020.
作为康复专家，物理治疗师必须不断跟上技术进步，以提供适当的康复方案，改善患者治疗效果，并成为首选的临床医生。为实现这一愿景，物理治疗专业必须在教育和临床培训的早期阶段开始培养终身学习的文化，以便接受诸如干细胞疗法、组织工程和机器人技术等前沿进展，仅举几例。本文的目的是：（1）提供关于教师和研究生对再生康复概念的认识的当前观点；（2）倡导在物理治疗博士（DPT）课程中更多地整合这些新兴技术。设计了一项在线调查，以评估对再生康复原则的认识，并确定该主题是否在博士课程中被纳入和评估。该调查收到了来自全国82个DPT项目的1006份回复，结果表明在对“再生康复”一词的熟悉程度以及对该材料是否纳入课程的认识方面存在脱节。为了解决这种脱节问题，可以利用课程框架，通过客座讲师、跨学科合作和研究机会来整合新材料。成功指导一代将新的医学知识和技术融入自己临床和研究实践的临床医生和康复科学家，在很大程度上取决于研究生、教授、美国物理治疗协会（APTA）和DPT项目之间分担责任。营造跨学科文化并将再生医学和康复概念融入课程，将培养出倡导跨专业行为的个人，并确保该专业实现APTA 2020愿景中所述的目标。
