Jensen Gail M, Hack Laurita M, Nordstrom Terrence, Gwyer Janet, Mostrom Elizabeth
Department of Physical Therapy, School of Pharmacy and Health Professions, Creighton University, 2500 California Plaza, Omaha, NE 68178 (USA).
Department of Physical Therapy, Temple University, Philadelphia, Pennsylvania.
Phys Ther. 2017 Sep 1;97(9):875-888. doi: 10.1093/ptj/pzx062.
This perspective shares recommendations that draw from (1) the National Study of Excellence and Innovation in Physical Therapist Education research findings and a conceptual model of excellence in physical therapist education, (2) the Carnegie Foundation's Preparation for the Professions Program (PPP), and (3) research in the learning sciences. The 30 recommendations are linked to the dimensions described in the conceptual model for excellence in physical therapist education: Culture of Excellence, Praxis of Learning, and Organizational Structures and Resources. This perspective proposes a transformative call for reform framed across 3 core categories: (1) creating a culture of excellence, leadership, and partnership, (2) advancing the learning sciences and understanding and enacting the social contract, and (3) implementing organizational imperatives. Similar to the Carnegie studies, this perspective identifies action items (9) that should be initiated immediately in a strategic and systematic way by the major organizational stakeholders in physical therapist education. These recommendations and action items provide a transformative agenda for physical therapist education, and thus the profession, in meeting the changing needs of society through higher levels of excellence.
这一观点分享了一些建议，这些建议借鉴了：（1）物理治疗师教育卓越与创新全国研究的研究结果以及物理治疗师教育卓越的概念模型；（2）卡内基基金会的职业准备项目（PPP）；以及（3）学习科学方面的研究。这30条建议与物理治疗师教育卓越概念模型中描述的维度相关联：卓越文化、学习实践以及组织结构与资源。这一观点提出了一项变革性的改革呼吁，涵盖3个核心类别：（1）营造卓越、领导力和伙伴关系的文化；（2）推进学习科学并理解和践行社会契约；（3）落实组织要务。与卡内基研究类似，这一观点确定了应由物理治疗师教育的主要组织利益相关者立即以战略和系统的方式启动的行动项目（9项）。这些建议和行动项目为物理治疗师教育乃至整个行业提供了一个变革性议程，以通过更高水平的卓越表现来满足社会不断变化的需求。
