国家儿科物理治疗教育卓越研究：设计、方法和结果。

Department of Physical Therapy, University of Miami, Miller School of Medicine, Coral Gables, Florida, USA.

Department of Health, Human Function, and Rehabilitation Sciences, School of Medicine and Health Sciences, The George Washington University, Washington, District of Columbia, USA.

Phys Ther. 2021 Oct 1;101(10). doi: 10.1093/ptj/pzab169.

OBJECTIVE

The purposes of this study were to identify and describe the attributes of excellence and innovation in professional pediatric physical therapy education and develop a conceptual framework identifying dimensions of excellence.

METHODS

A multimethod case study design based on a grounded theory framework was used. Data collection included review of artifacts and field interviews (individual and focus group). A constant-comparative method for within case and across case was used for data analysis to verify and revise coding schemes, identify categories and subcategories, revise emerging themes, and develop a conceptual framework.

RESULTS

Based on results of a predetermined grading rubric, 6 of 17 self-nominated academic sites were selected representing diverse institution types (public/private, Carnegie classification, size) and geographic locations. Pedagogical approaches and method of content delivery varied among programs; all used the essential core competencies. The core pediatric faculty member(s) were Board Certified Clinical Specialists. A conceptual framework was developed based on 4 key dimensions: Culture of Excellence, Exemplary Pediatric Faculty, Pedagogy, and Child and Family as Teacher (CFT), and 16 related elements.

CONCLUSIONS

CFT is a unique and nonnegotiable dimension of excellence in pediatric physical therapy education, highlighting the partnership between the learner, child, family, and pediatric faculty member. CFT intersects with the other dimensions and integrates their elements (ie, faculty characteristics, contributions from the child and family, use of instructional strategies) to effectively prepare future pediatric physical therapists. Based on the pervasiveness of this dimension in teaching and learning across all programs, this may be the signature pedagogy of pediatric physical therapy education.

IMPACT

Results of this study are important to professional physical therapist education administrators, pediatric academic faculty, and clinical educators because they represent an understanding of the attributes of excellence. The model can serve as a guide for best practice in pediatric physical therapy education.

目的

本研究旨在识别和描述专业儿科物理治疗教育的卓越和创新属性，并制定一个确定卓越维度的概念框架。

方法

采用基于扎根理论框架的多方法案例研究设计。数据收集包括对人工制品的审查和现场访谈（个人和焦点小组）。使用案例内和案例间的恒定比较方法进行数据分析，以验证和修改编码方案、确定类别和子类别、修改新出现的主题，并制定概念框架。

结果

根据预定的评分标准，从 17 个自我提名的学术机构中选择了 6 个，代表了不同的机构类型（公立/私立、卡内基分类、规模）和地理位置。课程的教学方法和内容交付方式各不相同；所有课程都使用了基本的核心能力。核心儿科教师均为董事会认证的临床专家。根据 4 个关键维度制定了一个概念框架：卓越文化、卓越儿科教师、教学法和儿童与家庭作为教师（CFT）以及 16 个相关要素。

结论

CFT 是儿科物理治疗教育卓越的独特且不可或缺的维度，突出了学习者、儿童、家庭和儿科教师之间的伙伴关系。CFT 与其他维度相交，并整合了它们的要素（即教师特征、儿童和家庭的贡献、教学策略的使用），以有效地为未来的儿科物理治疗师做好准备。基于这一维度在所有课程中的教学和学习中的普遍性，这可能是儿科物理治疗教育的标志性教学法。