Greisberger Andrea, Klinger Meike, Dopona Anna, Riegler Manuela, Müller Veronika, Wilhelm Agnes, Wess Theres, Nägele Annette, Aftenberger Hannes, Kurz Katharina, Seebacher Barbara
Department Health Sciences, University of Applied Sciences Hochschule Campus Wien, Favoritenstrasse 232, Wien, 1100, Austria.
Department Health and Social Sciences, Carinthia University of Applied Sciences, Klagenfurt am Wörthersee, Austria.
BMC Med Educ. 2025 Aug 5;25(1):1145. doi: 10.1186/s12909-025-07704-8.
Standardised assessments are essential for diagnosing conditions, evaluating therapy, and formulating prognoses within physiotherapy. However, due to various barriers, including lack of knowledge, accessibility issues, and time constraints their routine use remains inconsistent. Defining a core set of standardised assessments for entry-level education is crucial in addressing these challenges. This study therefore aimed to establish such a core assessment set for Austria's bachelor's degree programmes for neurological physiotherapy and develop corresponding educational materials.
A multistage process (2019-2024) was applied: (1) definition of the scope of the core assessment set; (2) preparation of a modified Delphi process, including initial screening of recommended assessments; (3) development of the core set through a modified Delphi process; (4) categorisation of assessments according to the intended level of student engagement; and (5) creation of the necessary content and structure for educational material to facilitate implementation. Representatives of all nine Austrian bachelor's programmes participated in the whole process. Assessments were categorised according to their intended level of student engagement: RECOGNISING (students should become familiar with the assessment through exposure) and APPLYING (students should learn how to perform and interpret the assessment). Voting results were analysed using descriptive statistics.
Based on a number of 102 assessments as recommended by the Academy of Neurologic Physical Therapy with 17 supplementary assessments included to infuse Austrian context, assessment screening and three Delphi rounds were administered. Results classified 15 assessments as RECOGNISING and 22 assessments as APPLYING. Nineteen assessments were placed on a supplementary list for further learning. Educational materials were developed to support students and educators.
The consensus-based core assessment set for neurological physiotherapy education in Austria ensures a necessary consistency across bachelor's degree programmes. The developed educational materials support implementation and can serve as a resource for both students and practitioners. Future efforts should focus on updating and refining the core set based on stakeholder feedback while monitoring its impact on clinical education and practice.
COMET (Core Outcome Measures in Effectiveness Trials) Database https://www.comet-initiative.org/Studies/Details/2046 .
标准化评估对于物理治疗中的疾病诊断、治疗评估和预后制定至关重要。然而，由于各种障碍，包括知识缺乏、可及性问题和时间限制，其常规使用仍然不一致。为入门级教育定义一套核心标准化评估对于应对这些挑战至关重要。因此，本研究旨在为奥地利神经物理治疗学士学位课程建立这样一套核心评估集，并开发相应的教育材料。
采用了一个多阶段过程（2019 - 2024年）：（1）定义核心评估集的范围；（2）准备一个改良的德尔菲法流程，包括对推荐评估的初步筛选；（3）通过改良的德尔菲法流程开发核心集；（4）根据学生参与的预期水平对评估进行分类；（5）创建教育材料的必要内容和结构以促进实施。奥地利所有九个学士学位课程的代表参与了整个过程。评估根据学生参与的预期水平进行分类：识别（学生应通过接触熟悉评估）和应用（学生应学习如何进行和解释评估）。使用描述性统计分析投票结果。
基于神经物理治疗学会推荐的102项评估，并纳入17项补充评估以融入奥地利背景，进行了评估筛选和三轮德尔菲法。结果将15项评估归类为识别类，22项评估归类为应用类。19项评估被列入补充清单以供进一步学习。开发了教育材料以支持学生和教育工作者。
奥地利神经物理治疗教育基于共识的核心评估集确保了学士学位课程之间的必要一致性。开发的教育材料支持实施，并可作为学生和从业者的资源。未来的工作应侧重于根据利益相关者的反馈更新和完善核心集，同时监测其对临床教育和实践的影响。
COMET（有效性试验核心结局指标）数据库https://www.comet - initiative.org/Studies/Details/2046 。
