Department of Physical Medicine and Rehabilitation, Harvard Medical School and Spaulding Rehabilitation Hospital, Boston, MA (USA).
Division of Physical Therapy, Department of Rehabilitation Medicine, Emory University School of Medicine, Atlanta, Georgia; and Atlanta VA Center in Visual and Neurocognitive Rehabilitation, Decatur, Georgia.
Phys Ther. 2019 May 1;99(5):519-525. doi: 10.1093/ptj/pzz008.
Ongoing advances and discoveries in biotechnology will require physical therapists to stay informed and contribute to their development and implementation. The extent of our profession's involvement in how physical therapists engage biotechnology is determined by us. In this Perspective article, we advocate the need for our profession to educate clinicians alongside scientists, technologists, and engineers and empower them to collectively think more as codevelopers and less as "siloed" builders and consumers of biotechnology. In particular, we highlight the value of augmenting the physical therapy curricula to provide students with new levels of knowledge about the converging fields of engineering and physical therapy. We present successful examples of how such a concept can occur within physical therapist professional education programs and propose strategies to overcome perceived challenges that may stymie this possibility.
生物技术的不断进步和发现将要求物理治疗师保持信息灵通，并为其发展和实施做出贡献。我们专业在多大程度上参与物理治疗师使用生物技术，这取决于我们。在这篇观点文章中，我们主张我们的专业有必要与科学家、技术人员和工程师一起教育临床医生，并赋予他们作为共同开发者的能力，而不是作为生物技术的“孤立”建设者和使用者的身份进行思考。特别是，我们强调了增强物理治疗课程的价值，为学生提供关于工程学和物理治疗学融合领域的新知识水平。我们介绍了这种概念如何在物理治疗师专业教育计划中实现的成功范例，并提出了克服可能阻碍这种可能性的感知挑战的策略。
