Levangie P K
Phys Ther. 1980 Jun;60(6):774-9. doi: 10.1093/ptj/60.6.774.
Questionnaires returned by 328 physical therapists were analyzed to 1) establish a role definition for public school therapists and 2) determine the educational needs of therapists preparing for public school service. The therapists ranked 15 skills in importance to the role of the public school physical therapist and in urgency of their need to develop each skill. They also indicated which educational format they believed would be most appropriate for developing each skill. The respondents were divided into four groups matched by experience in treating children and by exposure to public school physical therapy. Rank-order correlations within each of these four groups showed little similarity in their perception of the public school therapist's role or in their own educational needs. On the other hand, between-group correlations based on averaged role definitions and educational needs were high. Generated role definitions indicated the tendency of therapists to perceive themselves as part of the traditional medical model, rather than as participants in the educational process. Responses to questions about educational needs produced data useful for organizations developing educational programs.
对328名物理治疗师返回的问卷进行了分析，目的如下：1）为公立学校治疗师确立角色定义；2）确定为公立学校服务做准备的治疗师的教育需求。治疗师们对15项技能就公立学校物理治疗师角色的重要性以及培养每项技能的迫切性进行了排序。他们还指出了他们认为最适合培养每项技能的教育形式。受访者被分为四组，分组依据是治疗儿童的经验以及接触公立学校物理治疗的情况。这四组中每组的等级相关分析表明，他们对公立学校治疗师角色的认知或自身教育需求几乎没有相似之处。另一方面，基于平均角色定义和教育需求的组间相关性很高。生成的角色定义表明，治疗师倾向于将自己视为传统医学模式的一部分，而不是教育过程的参与者。对有关教育需求问题的回答所产生的数据，对制定教育计划的组织很有用。
