專業素養是物理治療師執業的重要核心能力，其内容隨著社會文化與專業發展而改變，需經過課堂和實務實習階段逐漸養成。本研究目的在探討國内首次採用物理治療專業素養評核表檢視物理治療學系學生學習專業素養表現之評核結果，並檢討課程改革之應用性。本研究分析某大學物理治療學系30位大三學生修習「問題導向物理治療實習二」以及54位大四學生修習「問題導向物理治療實習四」的專業素養評核資料，其内容包括10個核心能力面向。結果顯示，大三學生自覺在承諾學習、溝通技巧、有效使用時間和資源、善用建設性回饋、解決問題與批判思考等面向均需教師協助。大四學生則自覺在善用建設性回饋與批判思考面向較需教師協助。本研究結果可做為日後物理治療師養成教育課程安排與教學改進之參考。

Professionalism is an important core competence encompassed by physical therapists (PT) for practice, and its content changes along with the socio-culture and professional development. PT entry level students need to acquire this competence through lecture and practical learning. The purpose of this study was to examine the development of professionalism using a Clinical Behavior Assessment Form in PT entry level students at one university in Taiwan, and to review the applicability of curriculum reform. This study included a total of 30 3rd-year students in a 6-year doctor of physical therapy program who undertook “Problem-based Physical Therapy Clinical Practice II” and 54 4th-year students who undertook “Problem-based Physical Therapy Clinical Practice IV.” The students filled out an assessment form with 10 domains which was translated to Chinese under permission. The results showed that the 3rd-year students perceived assistance required in the elements of commitment to learning, communication skills, effective use of resources and problem-solving, constructive use of feedback, problem-solving and critical thinking. Whereas, the 4th-year students perceived assistance required in the elements of constructive feedback and critical thinking. These findings provide the basis for future refinement of curriculum for PT entry level education in Taiwan.