Department of Physical Therapy, University of British Columbia , Vancouver, BC, Canada.
Physiother Theory Pract. 2020 May;36(5):615-627. doi: 10.1080/09593985.2018.1491080. Epub 2018 Jun 29.
The role of "professionalism" is core to many health professions including Physical Therapy (PT), and the development of competence in professionalism is a key requirement of entry-to-practice PT programs. However, the actual curriculum, teaching methodologies, and evaluation methods currently used to develop professional competence during PT training programs in Canada are unclear. This study explored current teaching practices, evaluation and curricular content related to professionalism in Canadian entry-to-practice PT programs. Results showed that teaching practices related to professionalism were not necessarily congruent with methods promulgated by educational theory and relied heavily on lecture, while more appropriate strategies such as simulation and role play were under-utilized. The numbers of different teaching methods utilized for specific aspects of professionalism were variable. Emphasis on different curricular areas related to professionalism also varied: communication was given the most emphasis while change management was under-represented. It is posited that teaching methods related to professionalism could be improved and curricular content and emphasis should also be reconsidered.
“专业性”是包括物理治疗（PT）在内的许多医疗保健专业的核心，而专业性能力的发展是进入实践 PT 项目的关键要求。然而，加拿大目前在 PT 培训计划中培养专业能力所使用的实际课程、教学方法和评估方法尚不清楚。本研究探讨了加拿大进入实践 PT 项目中与专业性相关的当前教学实践、评估和课程内容。结果表明，与教育理论所倡导的方法相比，专业性教学实践并不一定一致，并且非常依赖讲座，而模拟和角色扮演等更合适的策略则利用不足。用于专业性特定方面的不同教学方法的数量是可变的。对与专业性相关的不同课程领域的重视程度也有所不同：沟通受到的重视最大，而变革管理则相对不足。有人认为，可以改进与专业性相关的教学方法，还应重新考虑课程内容和重点。
