台灣地區物理治療高等教育與臨床教育之現況

國內物理治療專業教育由民國56年在台大醫學院醫事技術學系下設置物理治療組，成為全台灣第一所提供物理治療養成教育的大學，至今國內已有十四所大專院校內設有物理治療學系或物理治療專科，每年總計招生超過1300名學生。國內曾於民國86年至89年陸續針對國內的物理治療教育內容召開物理治療教育研討會，對於國內整體物理治療的教育提出具體的標準與規範。目前大專以上物理治療專業教育的沿革，經過國內專家召開一系列教育研討會綜合討論後，已針對大專物理治療畢業生應具備之專業能力與特質、教育目標與核心課程，臨床教育方面亦針對臨床實習目標、臨床老師認證、實習單位選擇、學生實習分配、各專科臨床實習內容及目標做出建議，並積極落實中。本文採網路資料蒐集與文獻回顧的方式整理目前台灣現行之物理治療的教育體制，包含大學教育、技職教育以及臨床教育三大部分，最後乃針對現行制度的缺失提出評論與建議。綜合言之，本文提出現行之物理治療教育仍具有大學課程必修學分數過高、物理治療專業學門領域師資不均、大學與技職體系區隔不清以及臨床教學品質缺乏評鑑制度等問題尚待改進。再者，由於物理治療教育需因應社會制度潮流與醫學發展的變遷而修正，例如長期照顧體制的發展、運動醫學系設立的衝擊等等，因此定期追蹤與整理物理治療專業與臨床教育狀況乃維持我國物理治療專業教育品質之重要策略。

關鍵字

物理治療；大學教育；技職教育；專業教育課程；臨床教育

並列摘要

Great advances in professional physical therapy education have occured over the last three decades after the first school of rehabilitation medicine was established at the National Taiwan University in 1967. Currently, there were 14 universities and professional schools that offer physical therapy professional education and over 1,300 students are recruited every year. This study investigated and compared the professional educational curriculum at each university or professional school. The results showed that each school had followed the principles of the three-step education reform suggested by the educational conference between 1997-2000. The reform places emphasis in the areas of promoting professional ability and attributes, discussion of educational goals and unification of the central courses. However, there still are some problems present in current education system for physical therapy and these include some establishments with higher required credits and fewer elective professional courses, a lack of sufficient teachers in areas of pediatric and cardiopulmonary physical therapy, unclear divisions between universities and professional schools, and a lack of a accreditation system to evaluate the quality of clinical education. Moreover, the education program needs to be reformed in order to adjust to changes in Taiwan's social system and with recent medical developments. Our findings therefore suggest the need for regular surveys of professional physical therapy education. Furthermore, we suggest that accreditation of each curriculum should be implemented in the future to retain and improve the quality of physical therapy education in Taiwan.