臺灣六年制物理治療教育對物理治療開業發展的影響

The Impact of the Six-Year Doctor of Physical Therapy Education on Professional Development in Taiwan Private Practice

在社會變遷之潮流中，物理治療專業服務是以可近性、方便性、持續性的第一線社區化照護為趨勢。在物理治療所執行業務，要具備整合專業知識、技能以及與人溝通、協調、合作的能力。物理治療養成教育改革為六年制，與專業外部刺激因素，以及加強專業內在軟實力有關；藉由延長的修業年限，可深化專業教育，培養學生進階知識與技能，以更完整的臨床見實習課程訓練學生全方位的職場實力。教育改革旨在讓學生能更勝任基層照護專業工作，在社區第一線提供以人為本的整合式照護模式，提昇物理治療在全人健康、醫療照顧之服務水準。面對科技的進步與醫療環境的改變，優化的專業養成教育，能提升專業適應力，讓學生融入變遷中的社會，為民眾提供更符合需求的服務。

In the era of rapid social change, providing accessible, convenient and sustainable physical therapy services in community-based settings become an important issue. To become a competent primary care practitioner requires the ability to integrate professional knowledge, skills, and the ability to communicate, coordinate, and collaborate with clients and other health care providers. Physical therapy education reform from a 4-year to 6-year entry level program is a response to social, political, and legal stimuli and internal needs of enhancing the professional abilities. Through the extension of the study period, the professional education can be deepened, the students' advanced knowledge and skills can be cultivated, and the training from clinical practice can be more comprehensive. The education reform also aims to train students to address all-round competence in providing primary care, to implement a people-centered and integrated care model as the first-contact practitioners in the community, and to improve the quality of service in delivering whole-person health and medical care. Faced with the advancement of technology and changes in the medical environment, optimizing the level of professional education can enhance the professional adaptability, allow students to integrate into the changing society, and provide services that better meet the needs of the public.