• Physical Therapy Korea
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• v.12 no.1
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• pp.100-110
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• 2005

Patient education is one of the most important roles of a physical therapist. Physical therapists have to teach and provide information about illness, instruct for home exercise, and give advice relating to correct posture and daily activities et al. For an efficient education some strategies are required. The purpose of this article is to review general learning methods, to introduce elements that influence the procedure of patient education and learning, and to plan an education strategy.

• Journal of Korean Physical Therapy Science
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• v.18 no.4
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• pp.31-46
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• 2011

The purpose of this survey was to give data and information about type and needs of Home Physical Therapy, Visiting Physical Therapy and School Physical Therapy for physical and nurse. The subjects were 154(99 physical therapists and 55 nurses) who were working at geriatric rehabilitation hospitals and children hospitals. The period of questionary collection was from the 15 of August to the 15th of September 2011. And data was analysis from 99 articles such as journals related to physical therapy, and searched with keyword 'home and visiting physical therapy' by web site and Korea National Assembly Library from 1991 to 2011. The data was analysis with percentage, mean, standard deviation and ANOVA by SPSS PC 12.0. The results were as follows; 1. The definition of 'Home Physical Therapy' has been community based on physical therapy service for the patient who had diagnosis by medical doctor, has been based on medical law. The definition of 'Visiting Physical Therapy' has been community based on physical therapy service at home for the patient who had diagnosis by medical doctor, for the national basic living security, and senior citizen over 65 years who lives alone, has been based on law for community health and law of long term health insurance. The definition of 'School Physical Therapy' has been school based on physical therapy service at school after class for the disabled children who are studying at school, has been based on special education law article 28. 2. As for the knowledge of the Home and Visiting and School Physical Therapy, both groups PT and nurse were 'I do not know'125(81.3%) of the difference the concept of 3 definitions, so it means to need education and information about the different concept of three physical therapy. As for the needs of home and visiting physical therapy, both groups of PT and Nurse were 'needs' 151(98.1%). Physical therapist showed of 'Needs' on visiting physical therapy 35(35.4%), home physical therapy 32(32.3%), and schole physical therapy 32(32.3%). Nurse showed of 'Needs' on home physical therapy 23(41.8%). visiting physical therapy 19(34.5%), school physical therapy 13(23.6%). Therefore it is necessary to have home and visiting physical therapy as for the elderly and disabled person. 3. As for the qualification of Home and Visiting physical therapist, both PT and nurse groups showed as follows; take post graduation education program for home and visiting therapy after became PT : home physical therapist 108(70.1%), visiting physical therapist 106(68.8%). So it means education center or university can be developed post graduation program for home and visiting physical therapist. 4. As for the 'Needs' of school physical therapy, both groups of PT and nurse showed as follows; 'Needs' 142(92.2%), 'Needs superviser education program' 148(96.1%), in PT group showed 'I will participate of education program' 92(92.9%). 5. As for the present states of research papers or report of home, visiting, and school physical therapy was as follows; the 103 papers for 8 fields about' the needs of home and visiting physical therapy' from 1991 to 2011, the 13 papers for 2 fields about school physical therapy from 2001 to 2011, so total papers were 114 articles.

• Journal of the Korean Society of Physical Medicine
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• v.5 no.2
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• pp.165-172
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• 2010

Purpose : The purpose of this study was to investigate curriculums of physical therapy education. Methods : We identified the curriculums of physical therapy education by internet. Results : In Korea, education on physical therapy started as a two-year program in 1963, and recently reorganized as three or four years programs. Currently some ten schools offer physical therapy programs for master's and doctor's degrees. The member countries of the World Confederation for Physical Therapy (WCPT) provide approximately ten types of education programs that take two to six years. In Korea, the same programs have three or four years of education periods. The American Physical Therapist Association (APTA) launched on the doctor of physical therapy (DPT) course in the late 1990s, encouraging physical therapists to acquire a doctorate degree. In addition, the U.S. Vision 2020 envisions that all physical therapists acquire DPT by the year 2020. As the medical field becomes more professional and specialized, physical therapists are expected to supplement and even replace works of doctors, instead of merely assisting them. It is necessary to reinforce education programs and improve related school systems to enhance status of physical therapist in accordance with the changing social needs and to provide quality service to patients. Conclusion : We suggest to change the curriculum of Korea. It is more accurately reflected the scope, depth, breadth, and rigor of the high-quality education preparation needed for current and future practice.

• Journal of Korean Physical Therapy Science
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• v.17 no.3_4
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• pp.41-49
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• 2010

Purpose: The purpose of this study was to investigate purpose of education, goal and curriculums of physical therapy department. Methods: It was carried out a questionnaire survey with total 74 colleges that have the department of physical therapy including the 3-year course (36 colleges) and 4-year course (38 college) from June 10 to August 7, 2010 and collected the data from total 64 colleges including 35 colleges with 4-year course and 29 colleges with 3-year course. Results: First, the purposed and objectives of the physical therapy education of the individual colleges were all excellent, but those of the colleges with 4-year course was a little higher than those of the colleges with 3-year course. Second, the evaluation of the curricula of the individual colleges showed that they have low degree of connection, continuation and integrity and the theory and practice were not harmonized, and scores were low especially in the practice. Third, we have classified the curricula of the individual colleges and found that the practice-based education was lacking among the curricula of Korea. Conclusion: In this study, the fundamental data for the establishment of the integrated and professional physical therapy education system was provided to improve the physical therapy education and the efficiency of the clinical work in the current, fast-moving status of physical therapy. Further study is necessary to present a more standardized curriculum.

• The Journal of Korean Physical Therapy
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• v.31 no.4
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• pp.184-192
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• 2019

Purpose: This study was conducted to review the curriculum and license examination of physical therapists in the United States. Methods: The doctor of physical therapy (DPT) curriculum was evaluated by a review Course Work Tool version 6 (CWT6) data and current physical therapy licensure examination (National Physical Therapy Exam, NPTE) category in the United States. Results: The results indicated that they were required to meet the doctor of physical therapist degree based on 'Guide to Physical Therapist Practice' of American Physical Therapy Association (APTA). This includes general education in the areas of communications and humanities, physical science, biological science, social and behavioral science, and mathematics. A minimum of one course must be completed successfully in each area of general education. Moreover, there should be at least 68 didactic credits of professional education and 22 clinical education credits, which is a minimum of two full-time clinical internships with no less than 1050 hours in total, which were supervised by a physical therapist. Regarding the physical therapy licensure examination, National Physical Therapy Exam (NPTE, 2016) consisted of a physical therapy examination (26.5%), evaluation, differential diagnosis, baseline of prognosis (32.5%), intervention (28.5%), protection, responsibility, and research (6.5%) based on the 'Guide to Physical Therapist Practice'. Conclusion: Based on the study results provided above, it is considered a standard to meet domestic reality as the Guide to Physical Therapist Practice of APTA for South Korean physical therapists.

• PNF and Movement
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• v.10 no.1
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• pp.53-59
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• 2012

Purpose : This thesis aims to explore sports physical therapist program of university of education of korea and usa for the whole process of becoming sports physical therapist and provide better education programs for cultivating sports physical therapist in the future. Methods : This thesis education programs of physical therapy department in Korea and 3 universities in east california region were selected with recommendation of a professional on sports physical therapist in USA. for the purpose of this study, curriculum of physical education department at school of education was analyzed using internet survey, phone survey, visitor survey and examination of hand book in korea. in usa, homepage, internet survey, e-mail and examination of handbook were used to analyze the data. Results : First, the results of this study can be summarized as follows: second, In comparison of required subjects and selective subject of physical therapy education in Korea and USA, Korea presents the least required subjects for major while USA offer more required subjects for majors. Korea puts focus on education practice while USA offers initial field experience and education practice well connected and organized systematically. Third, comparison of system of professional sports physical therapist, Korea did not establish system of a professional sports physical therapist, USA systematically established system of a professional sports physical therapist. Conclusion : On the basis Professional physical therapist, PNF association has to need to study hardly about special therapist.

• Journal of Korean Physical Therapy Science
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• v.30 no.3
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• pp.84-90
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• 2023

Background: This study aimed to investigate the effects of flipped learning education on academic motivation and class satisfaction in physical therapy students. Design: Cross-sectional study. Methods: Participants included 72 physical therapy students (experimental group=36, control group=36). In order to compare the effects of flipped learning education, flipped learning and lecture-style learning were provided in a class titled Acticities of Daily Living and Practice. An independent t-test was used to compare academic motivation and class satisfaction between two groups. Results: The flipped learning group showed a significantly higher level of academic motivation and class satisfaction compared to the traditional learning group (p<0.05). Conclusion: These results showed that flipped learning education is an effective learning strategy for improving the academic motivation and class satisfaction of physical therapy students.

• Journal of The Korean Society of Integrative Medicine
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• v.12 no.3
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• pp.93-100
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• 2024

Purpose : This study aims to review the physical therapy training programs in the United States, Canada, Taiwan, and Japan, and propose standardization plan for clinical practice in physical therapy education to advance the development of physical therapy education in South Korea. Methods : This study investigates the clinical practice standards in advanced countries such as the United States and Canada, and refers to the clinical practice standards in Taiwan and Japan, which are members of the association of world phyisotherapy and have economic, cultural, educational, and healthcare delivery systems, as well as legal systems, similar to those of South Korea. Results : In the United States, physical therapy education programs allocate an average of 22 weeks and 880 hours for clinical practice. Foreign-trained physical therapists who wish to take the licensure exam in the United States must have their educational programs reviewed and recognized as having completed at least 1,000 hours of clinical practice. In Canada, physical therapy education programs allocate an average of 31 weeks and 1,240 hours for clinical practice. Taiwan allocates over 1,440 hours of clinical practice in its educational programs, while Japan requires 800 hours of clinical practice as a legal prerequisite for the licensure exam. Conclusion : Based on the results of this study, the following standardization plan for clinical practice of the physical therapy education in South Korea are proposed. First, a minimum of 16 weeks and 640 hours of clinical practice is necessary to produce competent physical therapists. Second, university-based basic practical training should be at least 440 hours, with the introduction of a standardized accreditation system and unification of the four-year academic system. Third, the qualifications of physical therapists who supervise clinical practice in medical institutions should be clearly defined in the curriculum, and the standards for clinical practice instructors need to be expanded.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.8 no.2
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• pp.45-55
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• 2002

This article review the animals physical therapy. It is so called veterinary physical therapy. The animals physical therapist is working to physical therapy for animals in veterinary clinical field. The veterinary medicine has not veterinary rehabilitation medicine or physical therapy for animals, also physical therapy field in Korea. So, This research will explain about animals physical therapy of Korea and other countries' by journals and internet information and suggest the future of the animals physical therapist. Finally, The veterinary physical therapy is not used to veterinary clinical field in now. But, The veterinary physical therapy will desire to the view of medical serve and economy by the host of animals and clinical veterinarian the future. Animal physical therapy is a new and rapidly developing field of health care for animals. The benefits of physical therapy have long been recognized in humans. More recently, work in the veterinary field has shown the same benefits of physical therapy to be true for animal patients. Performing orthopaedic or neurological surgery, or fitting a human patient with a cast or splint, and then discharging the patient is an outdated approach. In such cases, physical therapy is clearly warranted. Similarly, recent research has shown that post-surgical rehabilitation and therapy after injuries significantly improves the functional outcomes for animals. Physical Therapy is a healthcare profession directed at evaluating, restoring and maintaining physical function and movement. Working with the owner, veterinarian and often other healthcare professionals, a physiotherapist helps your animal to achieve and maintain optimal health and well-being. Equipped with a specialized university Bacheloriate education and intensively educated in Anatomy, Physiology, Biomechanics, Histology, Neurology, and Pathology, PT's are able to assess, diagnose and treat movement and function. Physical Therapy, Sports Medicine and Rehabilitation are recognized sciences applied to both humans and animals. The goals of physiotherapy are to relieve pain, restore range of motion/movement, improve function, prevent injuries and expand the physical potential of the patient. Once in the field, physical therapists actively continue their education to keep up to date on the latest treatments and technologies. Via continuing education courses, physiotherapists can learn how to apply their unique and specialized knowledge to other animal species.

• Journal of the Korean Society of Physical Medicine
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• v.5 no.2
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• pp.151-164
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• 2010

Purpose : The purpose of this study was to investigate curriculums of physical therapy department in order to provide the basic data for developing educational standard. Methods : We identified the curriculums of physical therapy department in the world from January to may 2010 by internet, e-mail, fax and telephone. We compared the credits, education semesters, the names of departments, the numbers of departments for physical therapy education in all countries of the world and suggested some alternative for improvement. Results : The mean credits of 25 senior colleges were 140 and the mean credits of 22 Junior colleges were 136.6 in south Korea. The mean educational semesters and the mean credits were 9 semesters, 175.8credits of 1,363 universities in 73countries in the world. Of the 1,289 universities in the world, South Korea was ranked the fifth in the number of existing physical therapy education institutions with the number of 72. The name of department were comprised of physical therapy(1,289, 94.6%) and compound name(75, 5.4%) Conclusion : We suggest that the KAPT gradually rearranges senior college(4years), 170 creditS and consider time of community services and forms commission on accreditation in physical therapy education for developing educational standard. Also, we suggest to change the name of department into compound name because the student can have a chance to studies various subjects and get a chance to more occupations. We hope that the results of study can be helpful in order to rearrange the curriculum and the KAPT encourages the universities about following the educational standard.