Is there an agreement among the items of the Korean physical therapist licensing examination, learning objectives of class subjects, and physical therapists’ job descriptions?

Journal of Educational Evaluation for Health Professions

Tae-Ho Kim¹  Tae-Sik Lee²  Jae-Seop Oh³  Min-Hyeok Kang⁴  Yong-Wook Kim⁵  Jong-Hyuk Weon⁶  Ji-Won Kim⁷  Tae-Young Oh⁸  Oh-Yun Kwon⁹ 

[1] Department of Physical Therapy, Daegu University College of Rehabilitation Science, Daegu, Korea;Department of Physical Therapy, Dong-Eui Institute of Technology, Busan, Korea;Department of Physical Therapy, Inje University College of Biomedical Science and Engineering, Gimhae, Korea;Department of Physical Therapy, Inje University Graduate School, Gimhae, Korea;Department of Physical Therapy, Jeonju University, Jeonju, Korea;Department of Physical Therapy, Joongbu University, Geumsan, Korea;Department of Physical Therapy, Nambu University, Gwangju, Korea;Department of Physical Therapy, Silla University Medical Life Science College, Busan, Korea;Department of Physical Therapy, Yonsei University, Wonju, Korea;

关键词: Job description;    Korea;    Licensure;    Learning;    Physical therapists;   

DOI  :  10.3352/jeehp.2016.13.3

来源: DOAJ

【 摘 要 】

Purpose: To determine the agreement among the items of the Korean physical therapist licensing examination, learning objectives of class subjects, and physical therapists’ job descriptions. Methods: The main tasks of physical therapists were classified, and university courses related to the main tasks were also classified. Frequency analysis was used to determine the proportions of credits for the classified courses out of the total credits of major subjects, exam items related to the classified courses out of the total number of exam items, and universities that offer courses related to the Korean physical therapist licensing examination among the surveyed universities. Results: The proportions of credits for clinical decision making and physical therapy diagnosis-related courses out of the total number credits for major subjects at universities were relatively low (2.06% and 2.58%, respectively). Although the main tasks of physical therapists are related to diagnosis and evaluation, the proportion of physiotherapy intervention-related items (35%) was higher than that of examination and evaluation-related items (25%) on the Korean physical therapist licensing examination. The percentages of universities that offer physical therapy diagnosis and clinical decision making-related courses were 58.62% and 68.97%, respectively. Conclusion: Both the proportion of physiotherapy diagnosis and evaluation-related items on the Korean physical therapist licensing examination, and the number of subjects related to clinical decision making and physical therapy diagnosis in the physical therapy curriculum, should be increased to ensure that the examination items and physical therapy curriculum reflect the practical tasks of physical therapists.

【 授权许可】

Unknown