Jensen Gail M, Nordstrom Terrence, Segal Richard L, McCallum Christine, Graham Cecilia, Greenfield Bruce
G.M. Jensen, PT, PhD, FAPTA, Department of Physical Therapy, School of Pharmacy and Health Professions, Creighton University, 2500 California Plaza, Omaha, NE 68178 (USA).
T. Nordstrom, PT, EdD, FAPTA, Department of Physical Therapy, Samuel Merritt University, Oakland, California.
Phys Ther. 2016 Dec;96(12):1874-1884. doi: 10.2522/ptj.20160159. Epub 2016 Jun 16.
Education research has been labeled the "hardest science" of all, given the challenges of teaching and learning in an environment encompassing a mixture of social interactions, events, and problems coupled with a persistent belief that education depends more on common sense than on disciplined knowledge and skill. The American Educational Research Association specifies that education research-as a scientific field of study-examines teaching and learning processes that shape educational outcomes across settings and that a learning process takes place throughout a person's life. The complexity of learning and learning environments requires not only a diverse array of research methods but also a community of education researchers committed to exploring critical questions in the education of physical therapists. Although basic science research and clinical research in physical therapy have continued to expand through growth in the numbers of funded physical therapist researchers, the profession still lacks a robust and vibrant community of education researchers. In this perspective article, the American Council of Academic Physical Therapy Task Force on Education Research proposes a compelling rationale for building a much-needed foundation for education research in physical therapy, including a set of recommendations for immediate action.
鉴于在一个包含社会互动、事件和问题的混合环境中进行教学和学习面临诸多挑战，同时人们一直认为教育更多地依赖常识而非系统的知识和技能，教育研究被视为所有学科中“最难的科学”。美国教育研究协会明确指出，教育研究作为一个科学研究领域，考察的是在各种环境中塑造教育成果的教学和学习过程，并且学习过程贯穿人的一生。学习及学习环境的复杂性不仅需要各种各样的研究方法，还需要一个致力于探索物理治疗师教育关键问题的教育研究群体。尽管通过获得资助的物理治疗师研究人员数量的增加，物理治疗领域的基础科学研究和临床研究持续扩展，但该专业仍然缺乏一个强大且活跃的教育研究群体。在这篇观点文章中，美国学术物理治疗教育研究委员会特别工作组为建立物理治疗教育研究急需的基础提出了令人信服的理由，包括一系列立即行动的建议。
