Mulligan Edward P, DeVahl Julie
UT Southwestern School of Health Professions, Dallas, TX, USA.
Int J Sports Phys Ther. 2017 Oct;12(5):787-797.
The specialty niche of sports physical therapy has grown at a significant rate over the past 40 years. Despite this growth there is little information or direction from the physical therapy education accreditation body or professional association to guide academic programs on the interest or necessity of this type of practice content in physical therapy professional degree programs.
The purpose of this survey study is to report on the prevalence, attitudes, barriers, resources, and faculty expertise in providing required or elective sports physical therapy course work.
Cross-sectional descriptive survey.
A 57-item questionnaire with branching logic was distributed via a web-based electronic data capture tool to survey all Commission on Accreditation for Physical Therapy Education (CAPTE) accredited and candidate schools in the United States. Response data was analyzed to describe typical educational program profiles, faculty demographics, and correlational factors consistent with the presence or absence of specific sports physical therapy curricular content.
Thirty one percent of the schools responded to the survey and the program demographics were consistent with all currently accredited schools in regards to their geography, Carnegie classification, and faculty and student size. Forty three percent of programs offered a required or elective course distinct to the practice of sports physical therapy. Descriptive information regarding the sequencing, curricular make-up, resources, and assessment of content competence is reported. The odds of providing this content nearly doubles for programs that have faculty with sports clinical specialist credentials, accredited sports residency curriculums, or state practice acts that allow sports venue coverage.
This survey provides an initial overview of sports physical therapy educational efforts in professional physical therapy degree programs. The data can used to spur further discussion on the necessity, structure, and implementation of education content that is inherent to a growing specialty practice in the physical therapy profession.
4, Cross-sectional descriptive survey design.
在过去40年里，运动物理治疗这一专业细分领域有了显著发展。尽管有这种发展，但物理治疗教育认证机构或专业协会几乎没有提供信息或指导，以引导学术项目了解物理治疗专业学位项目中这类实践内容的兴趣或必要性。
本调查研究旨在报告提供必修或选修运动物理治疗课程作业的普及情况、态度、障碍、资源以及教师专业知识。
横断面描述性调查。
通过基于网络的电子数据采集工具分发一份包含分支逻辑的57项问卷，以调查美国所有物理治疗教育认证委员会（CAPTE）认证的学校和候选学校。对回复数据进行分析，以描述典型的教育项目概况、教师人口统计学特征以及与特定运动物理治疗课程内容的存在与否相关的相关因素。
31%的学校回复了调查，项目概况在地理位置、卡内基分类以及教师和学生规模方面与所有目前认证的学校一致。43%的项目提供了与运动物理治疗实践相关的必修或选修课程。报告了有关课程顺序、课程组成、资源以及内容能力评估的描述性信息。对于拥有运动临床专家资质教师、认证运动住院医师课程或允许进行体育场馆覆盖的州实践法案的项目，提供此类内容的可能性几乎翻倍。
本调查提供了专业物理治疗学位项目中运动物理治疗教育工作的初步概述。这些数据可用于推动关于物理治疗专业中一个不断发展的专业实践所固有的教育内容的必要性、结构和实施的进一步讨论。
4，横断面描述性调查设计。
