[1] |
吴世彩. 发展康复高等教育实现现代康复价值[J]. 中国康复理论与实践, 2018, 24(9):993-1000.
|
|
WU S C. Development of higher education of rehabilitation: realizing the values of modern rehabilitation[J]. Chin J Rehabil Theory Pract, 2018, 24(9):993-1000.
|
[2] |
韩云峰, 王永顺. 美国物理治疗行业的发展及其启示[J]. 体育学刊, 2016, 23(1):87-91.
|
|
HAN Y F, WANG Y S. The development of physiotherapy industry in United States and its enlightenment[J]. Phys Educ, 2016, 23(1):87-91.
|
[3] |
缪萍, 刘浩, 潘翠环. 美国物理治疗教育的发展及其对国内的启示[J]. 中国康复医学杂志, 2016, 31(3):343-345.
|
|
MIAO P, LIU H, PAN C H. The development of physical therapy education in the United States and its enlightenment to China[J]. Chin J Rehabil Med, 2016, 31(3):343-345.
|
[4] |
缪萍, 刘浩, 潘翠环. 美国物理治疗专业教育的评估与认证体系[J]. 中国康复理论与实践, 2015, 21(2):245-248.
|
|
MIAO P, LIU H, PAN C H. Evaluation and accreditation of physical therapy education in United States[J]. Chin J Rehabil Theory Pract, 2015, 21(2):245-248.
|
[5] |
Commission on Accreditation in Physical Therapy Education. Standards and required elements for accreditation of physical therapist education programs[A/OL].(2020-11-03)[2022-03-10]. https://www.capteonline.org/globalassets/capte-docs/capte-pt-standards-required-elements.pdf.
|
[6] |
University of Pittsburgh. Program outcomes of doctor of physical therapy[EB/OL]. [2022-03-10]. https://www.shrs.pitt.edu/dpt/program-outcomes.
|
[7] |
European Commission. The European Qualifications Framework for Lifelong Learning (EQF)[EB/OL]. [2021-10-12]. http://www.ecompetences.eu/site/objects/download/4550_EQFbroch2008en.pdf.
|
[8] |
World Confederation for Physical Therapy. Physiotherapist education framework[EB/OL]. [2021-10-12]. https://www.fisioterapia-colombia.co/wp-content/uploads/2021/07/Physiotherapist-education-framework-FINAL_compressed.pdf.
|
[9] |
American Physical Therapy Association. Becoming a PT[EB/OL]. [2021-10-12]. https://www.apta.org/your-career/careers-in-physical-therapy/becoming-a-pt.
|
[10] |
American Physical Therapy Association. Professional development, lifelong learning, and continuing competence in physical therapy[EB/OL]. [2021-10-12]. https://www.apta.org/apta-and-you/leadership-and-governance/policies/professional-development-lifelong-learning.
|
[11] |
University of Pittsburgh. Admissions of DPT program in University of Pittsburgh[EB/OL]. [2021-09-12]. https://www.shrs.pitt.edu/dpt/admission.
|
[12] |
World Confederation for Physical Therapy. WCPT guideline for physical therapist professional entry level education[EB/OL]. [2021-09-12]. http://www.wcpt.org/guidelines/entry-level-education.
|
[13] |
Medical University of South Carolina. Courses & curriculum of DPT program in Medical University of South Carolina[EB/OL]. [2021-09-12]. https://chp.musc.edu/academics/physical-therapy/courses-curriculum.
|
[14] |
University of Pittsburgh. DPT curriculum for residential and hybrid formats in University of Pittsburgh[EB/OL]. [2021-10-13]. https://www.shrs.pitt.edu/dpt/curriculum.
|
[15] |
Washington University School of Medicine in St.Louis. DPT Curriculum in Washington University School of Medicine in St.Louis[EB/OL]. [2021-10-12]. https://pt.wustl.edu/education/doctor-of-physical-therapy/degree-requirements-curriculum/curriculum-prior-to-2021/.
|
[16] |
BERGER-ESTILITA J, FUCHS A, HAHN M, et al. Attitudes towards Interprofessional education in the medical curriculum: a systematic review of the literature[J]. BMC Med Educ, 2020, 20(1):254.
doi: 10.1186/s12909-020-02176-4
|
[17] |
赵炬明. 论新三中心:概念与历史——美国SC本科教学改革研究之一[J]. 高等工程教育研究, 2016(3):35-56.
|
|
ZHAO J M. On the new three centers: concept and history: research on the undergraduate teaching reform of SC in the United States[J]. Res HED Eng, 2016(3):35-56.
|
[18] |
赵炬明, 高筱卉. 关于实施"以学生为中心"的本科教学改革的思考[J]. 中国高教研究, 2017(8):36-40.
|
|
ZHAO J M, GAO X H. A Study on the implementation of "student-centered" undergraduate teaching reform[J]. Chin Higher Educ Res, 2017(8):36-40.
|
[19] |
赵炬明. 聚焦设计:实践与方法(上)——美国"以学生为中心"的本科教学改革研究之三[J]. 高等工程教育研究, 2018(2):30-44.
|
|
ZHAO J M. Focus on design: practice and methods——"student-centered" undergraduate teaching reform in the United States No.3[J]. Res HED Eng, 2018(2):30-44.
|
[20] |
陈威. 建构主义学习理论综述[J]. 学术交流, 2007(3):175-177.
|
|
CHEN W. A review of constructivist learning theory[J]. Academic Exchange, 2007(3):175-177.
|
[21] |
王飞, 王安庆. 以问题为基础的学习法结合案例学习法在康复治疗学骨科见习教学中的应用[J]. 中国康复理论与实践, 2018, 24(10):1237-1240.
|
|
WANG F, WANG A Q. Application of case-based learning combined with problem-based learning in teaching of orthopedic practice for rehabilitation therapy[J]. Chin J Rehabil Theory Pract, 2018, 24(10):1237-1240.
|
[22] |
赵炬明. 助力学习:学习环境与教育技术——美国"以学生为中心"的本科教学改革研究之四[J]. 高等工程教育研究, 2019(2):7-25.
|
|
ZHAO J M. Assisted learning: learning environment and educational technology: student-centered undergraduate teaching reform in the United States No.4[J]. Res HED Eng, 2019(2):7-25.
|
[23] |
University of Pittsburgh. Doctor of Physical Therapy Residential and Hybrid Program in University of Pittsburgh[EB/OL]. [2021-10-12]. https://www.shrs.pitt.edu/dpt/about.
|
[24] |
BAYLISS A J, WARDEN S J. A hybrid model of student-centered instruction improves physical therapist student performance in cardiopulmonary practice patterns by enhancing performance in higher cognitive domains[J]. Phys Ther, 2011, 25(3):14-20.
|
[25] |
BOUCHER B, ROBERTSON E, WAINNER R, et al. "Flipping" Texas State University's physical therapist musculoskeletal curriculum: implementation of a hybrid learning model[J]. Phys Ther Educ, 2013, 27(3):72-77.
|
[26] |
VENERI D A, GANNOTTI M. A comparison of student outcomes in a physical therapy neurologic rehabilitation course based on delivery mode: hybrid vs traditional[J]. Allied Health, 2014, 43(4):e75-e81.
|
[27] |
LI S, LIAO X, BURDICK W, et al. The effectiveness of flipped classroom in health professions education in China: a systematic review[J]. Med Educ Curric Dev, 2020, 12(7):1-17
|
[28] |
NG L, SEOW K C, MACDONALD L, et al. eLearning in physical therapy: lessons learned from transitioning a professional education program to full elearning during the COVID-19 pandemic[J]. Phys Ther, 2021, 101(4):1-9.
|
[29] |
GARNON K, YOUNG B, BACHMAN T, et al. Doctor of physical therapy education in a hybrid learning environment: reimagining the possibilities and navigating a "New Normal"[J]. Phys Ther, 2020, 100(8):1268-1277.
doi: 10.1093/ptj/pzaa096
|
[30] |
梁宇, 孟晶莹, 乔建梁. 形成性评价在临床技能模拟训练课程中的应用[J]. 中华医学教育探索杂志, 2020(2):141-142.
|
|
LIANG Y, MENG J Y, QIAO J L. Application of formative assessment in clinical skill simulation training course[J]. Chin J Med Educ Explor, 2020(2):141-142.
|
[31] |
赵炬明. 关注学习效果:美国大学课程教学评价方法述评——美国"以学生为中心"的本科教学改革研究之六[J]. 高等工程教育研究, 2019(6):9-23.
|
|
ZHAO J M. Focus on learning effect: a review of teaching evaluation methods in american universities:a study on student-centered undergraduate teaching reform in the United States: No.6[J]. Res HED Eng, 2019(6):9-23.
|
[32] |
World Health Orgnization. Rehabilitation Competency Framework.[A/OL](2021-01-22)[2022-03-10]. https://www.who.int/publications/i/item/9789240008281.
|
[33] |
World Health Orgnization. Adapting the WHO Rehabilitation Competency Framework to a specific Context[A/OL].(2021-02-03)[2022-03-10]. https://www.who.int/publications/i/item/9789240015333.
|
[34] |
World Health Orgnization. Using a contextualized competency framework to develop rehabilitation programmes and their curricula[A/OL]. (2021-02-03)[2022-03-10]. https://www.who.int/publications/i/item/9789240016576.
|