Jensen G M
School of Education, Stanford University, CA 94305.
Phys Ther. 1988 Oct;68(10):1517-25.
The purpose of this study was to explore the work of on-site evaluators in the physical therapy accreditation process. Specifically, this research investigated how the accreditation on-site visit may serve as a method for defining the dominant values of a developing profession. A set of criteria selected from the literature describing the process of professionalization served as an operational model of professional values for the study. The model served as the framework for analysis and categorization of the professional values that evaluators emphasized during the on-site visits. The qualitative data collection methods of interview, nonparticipant observation, and document analysis were used in constructing case studies of five physical therapy education program accreditation visits. Results of this research indicated that on-site evaluators represent an elite community within the field and share similar values about the profession. These shared values about the professionalization of physical therapy formed the basis for evaluators' interpretation of accreditation standards. Evaluators' emphasis on the professional values that focus on defining and validating the body of knowledge in physical therapy and faculty endorsement of the norms of the academic work place have implications for the continued professionalization of physical therapy.
本研究的目的是探讨现场评估人员在物理治疗认证过程中的工作。具体而言，本研究调查了认证现场考察如何作为一种界定新兴专业主导价值观的方法。从描述专业化过程的文献中选取的一组标准作为该研究专业价值观的操作模型。该模型作为分析和分类评估人员在现场考察期间所强调的专业价值观的框架。访谈、非参与观察和文件分析等定性数据收集方法被用于构建五个物理治疗教育项目认证考察的案例研究。本研究结果表明，现场评估人员代表了该领域内的精英群体，并且对该专业有着相似的价值观。这些关于物理治疗专业化的共同价值观构成了评估人员对认证标准进行解释的基础。评估人员对专注于界定和验证物理治疗知识体系的专业价值观的强调以及教师对学术工作场所规范的认可，对物理治疗的持续专业化具有重要意义。
