Kang Min-Hyeok, Kwon Oh-Yun, Kim Yong-Wook, Kim Ji-Won, Kim Tae-Ho, Oh Tae-Young, Weon Jong-Hyuk, Lee Tae-Sik, Oh Jae-Seop
Department of Physical Therapy, Inje University Graduate School, Gimhae, Korea.
Department of Physical Therapy, Yonsei University, Wonju, Korea.
J Educ Eval Health Prof. 2016 Jan 12;13:3. doi: 10.3352/jeehp.2016.13.3. eCollection 2016.
To determine the agreement among the items of the Korean physical therapist licensing examination, learning objectives of class subjects, and physical therapists' job descriptions.
The main tasks of physical therapists were classified, and university courses related to the main tasks were also classified. Frequency analysis was used to determine the proportions of credits for the classified courses out of the total credits of major subjects, exam items related to the classified courses out of the total number of exam items, and universities that offer courses related to the Korean physical therapist licensing examination among the surveyed universities.
The proportions of credits for clinical decision making and physical therapy diagnosis-related courses out of the total number credits for major subjects at universities were relatively low (2.06% and 2.58%, respectively). Although the main tasks of physical therapists are related to diagnosis and evaluation, the proportion of physiotherapy intervention-related items (35%) was higher than that of examination and evaluation-related items (25%) on the Korean physical therapist licensing examination. The percentages of universities that offer physical therapy diagnosis and clinical decision making-related courses were 58.62% and 68.97%, respectively.
Both the proportion of physiotherapy diagnosis and evaluation-related items on the Korean physical therapist licensing examination, and the number of subjects related to clinical decision making and physical therapy diagnosis in the physical therapy curriculum, should be increased to ensure that the examination items and physical therapy curriculum reflect the practical tasks of physical therapists.
确定韩国物理治疗师执照考试项目、课程学习目标和物理治疗师工作职责描述之间的一致性。
对物理治疗师的主要任务进行分类，并对与主要任务相关的大学课程进行分类。采用频率分析来确定分类课程学分占主要学科总学分的比例、与分类课程相关的考试项目占考试项目总数的比例，以及在接受调查的大学中提供与韩国物理治疗师执照考试相关课程的大学比例。
大学主要学科中临床决策和物理治疗诊断相关课程的学分占总学分的比例相对较低（分别为2.06%和2.58%）。尽管物理治疗师的主要任务与诊断和评估相关，但在韩国物理治疗师执照考试中，物理治疗干预相关项目的比例（35%）高于检查和评估相关项目的比例（25%）。提供物理治疗诊断和临床决策相关课程的大学比例分别为58.62%和68.97%。
应增加韩国物理治疗师执照考试中物理治疗诊断和评估相关项目的比例，以及物理治疗课程中与临床决策和物理治疗诊断相关的科目数量，以确保考试项目和物理治疗课程能够反映物理治疗师的实际工作任务。
