Lopopolo R B
Phys Ther. 1984 Sep;64(9):1396-402. doi: 10.1093/ptj/64.9.1396.
The purpose of this study was to develop a financial model to help administrators determine the financial effect of physical therapy clinical education programs on facilities. I developed the model from an analysis of actual field data collected on the financial and time variables involved in the clinical education process. Therapists with and without students were matched in six (three large, three small) physical therapy departments. Each completed a modified time-motion study for a sample of typical days during 2 six-week student affiliation periods and for a one-week period without students. I identified and field tested five factors that can be integrated into a simple financial model. The field results also supported the concept that a clinical education program was profitable, producing an $89 per day per student net benefit, even though therapists working with students spent less time in income-generating activities.
本研究的目的是开发一个财务模型，以帮助管理人员确定物理治疗临床教育项目对机构的财务影响。我通过对临床教育过程中涉及的财务和时间变量收集的实际现场数据进行分析，开发了该模型。在六个（三个大型、三个小型）物理治疗部门中，对带学生和不带学生的治疗师进行了匹配。在两个为期六周的学生实习期间的典型工作日样本以及一个没有学生的为期一周的时间段内，每个治疗师都完成了一项改进的时间动作研究。我确定并进行了实地测试了五个可整合到一个简单财务模型中的因素。实地测试结果还支持了这样一个概念，即临床教育项目是盈利的，即使带学生的治疗师在创收活动上花费的时间较少，每个学生每天仍能产生89美元的净收益。
