臨床教師與物理治療臨床教育

Clinical Instructor in Physical Therapy Clinical Education

吳英黛(Ying-Tai Wu)

《物理治療》 26卷1期 (2001/02) Pp. 28-33

摘要

臨床教育是物理治療教育中相當重要的一部分，不僅是學校課堂講授教育的延伸，也深切影響專業的品質。目前國內大專物理治療系(組)已增為七所，加上四技和專科學校的教育學程，每年培育可以報考物理治療師的畢業生近500人，參與臨床教育的人員逐漸增加，如何從臨床教師的工作來增進臨床教育的品質是本文討論的重點。本文簡述臨床教師在準備、執行和評量方面的工作，強調事先準備、合作教育的模式、自我學習和反省能力，以及增加一些其他的教學活動，來豐富學生臨床學習的經驗。並建議臨床教師積極參與架構臨床教育、臨床教師研討會、發展臨床教師手冊、建立臨床教育的評鑑制度，以增進臨床教育的品質。

關鍵字

臨床教師 ； 臨床教育 ； 物理治療

並列摘要

Clinical education is a very important process in nurturing a physical therapist. It is the extension of academic teaching and has great impact on the quality of service in the physical therapy profession. Currently, there are ten entry level physical therapy programs in Taiwan and produce nearly 500 graduates qualified for licensure in physical therapy per year. The demand for clinical instructor (CI) is tremendous. The purpose of this article was to discuss the role of clinical instructors and how to prepare them to improve the quality of clinical education. The plan and structure of clinical education, characteristics of successful instructors, and the contents of CI's work were briefly reviewed. Prior preparations, collaborative model, self-study, reflective evaluation, and the inclusion of some other educational activities besides the clinical supervision were emphasized. Clinical instructors should actively assist the efforts towards the implementation of a sound framework, guidelines and accreditation systems for clinical education. It is recommended that training programs for CIs in the form of workshops should also be held to improve the teaching quality of CIs.

並列關鍵字

Clinical instructor ； Clinical education ； Physical therapy