Pediatric Rehabilitation Therapy and Physiotherapy Education in China

To explore the pediatric rehabilitation curriculum, clinical placement, faculty characteristics, facilitators and barriers to curriculum implementation, and satisfaction of graduates of entry-level programs of rehabilitation therapy and physiotherapy in China. Two online cross-sectional surveys were conducted. With stratified random sampling, faculty were contacted to provide information on pediatric rehabilitation education in Survey A. In Survey B, the satisfaction of 2019 graduates was collected. Fifty-three faculty members (response rate 96.4%) completed Survey A and 154 graduates (response rate 85.6%) completed Survey B. There were variations in pediatric rehabilitation curriculum setting, clinical placement, and faculty characteristics. The key facilitator to implementation was a stand-alone pediatric course. The insufficient number of teachers was identified as the major barrier. The median satisfaction level of all 2019 graduates for curricular setting, faculty and placement was 4 (satisfied). The satisfaction level of 2019 graduates of programs accredited by the World Physiotherapy was statistically higher than that of graduates of non-accredited programs in curricular setting and faculty. The results support the need for faculty development and guidelines on minimum standards for entry-level pediatric rehabilitation education in China.

为探究中国康复治疗学与物理治疗学入门级专业的儿科康复课程设置、临床实习安排、师资特征、课程实施的促进因素与阻碍因素，以及毕业生满意度，本研究开展了两项线上横断面调查。研究A采用分层随机抽样方式联系师资，收集儿科康复教育相关信息；研究B则采集2019届毕业生的满意度数据。最终共有53名师资完成研究A调查，有效回收率达96.4%；154名毕业生完成研究B调查，有效回收率为85.6%。分析结果显示，儿科康复课程设置、临床实习安排及师资特征均存在异质性。课程实施的核心促进因素为独立开设的儿科康复课程，而师资数量不足被认定为最主要的实施阻碍。所有2019届毕业生在课程设置、师资及实习安排维度的满意度中位数均为4分（满意水平）。经世界物理治疗联合会（World Physiotherapy）认证的专业项目，其2019届毕业生在课程设置与师资维度的满意度显著高于非认证项目毕业生。本研究结果表明，中国亟需推进师资能力建设，并制定入门级儿科康复教育的最低标准指南。