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.
Behavioral Sciences ; Biological Science Disciplines ; Curriculum ; Diagnosis, Differential ; Education ; Education, Professional ; Humanities ; Humans ; Internship and Residency ; Licensure ; Mathematics ; Natural Science Disciplines ; Physical Therapists ; Prognosis ; United States

In this article we introduce modern statistical machine learning and bioinformatics approaches that have been used in learning statistical relationships from big data in medicine and behavioral science that typically include clinical, genomic (and proteomic) and environmental variables. Every year, data collected from biomedical and behavioral science is getting larger and more complicated. Thus, in medicine, we also need to be aware of this trend and understand the statistical tools that are available to analyze these datasets. Many statistical analyses that are aimed to analyze such big datasets have been introduced recently. However, given many different types of clinical, genomic, and environmental data, it is rather uncommon to see statistical methods that combine knowledge resulting from those different data types. To this extent, we will introduce big data in terms of clinical data, single nucleotide polymorphism and gene expression studies and their interactions with environment. In this article, we will introduce the concept of well-known regression analyses such as linear and logistic regressions that has been widely used in clinical data analyses and modern statistical models such as Bayesian networks that has been introduced to analyze more complicated data. Also we will discuss how to represent the interaction among clinical, genomic, and environmental data in using modern statistical models. We conclude this article with a promising modern statistical method called Bayesian networks that is suitable in analyzing big data sets that consists with different type of large data from clinical, genomic, and environmental data. Such statistical model form big data will provide us with more comprehensive understanding of human physiology and disease.
Bayes Theorem ; Behavioral Sciences ; Computational Biology ; Data Interpretation, Statistical ; Dataset ; Gene Expression ; Humans ; Learning ; Logistic Models ; Machine Learning* ; Models, Statistical ; Physiology ; Polymorphism, Single Nucleotide ; Statistics as Topic* ; Systems Biology

'Social competence' is understood in behavioral science and developmental psychology to be a bundle of diverse social skills that are necessary for appropriate social adaptation. However, a physician's social competence in our healthcare context should be understood as clinically necessary skills that are not directly related to understanding of the natural sciences essential for clinical practice. In Korea, such 'non-science competencies' have long been ignored by both doctors and laypeople in their understanding of medicine as a discipline. However, the clinical practice should embrace the centrality of humane and social elements, without which medicine could not exist. Our research team has proposed 6 competencies in light of the current Korean healthcare context and circumstances: understanding of the related law and healthcare system, professionalism and ethics, leadership, self-management, communication, and understanding of the humanities. These competencies are important to current medical practice in Korea and should be developed and promoted among doctors in the present and future. Of course, these competencies are not absolutely fixed or unchangeable. They should be re-interpreted or modified as time passes and the healthcare context changes. However, for the time being, these competencies will provide some guidance for educating doctors and promoting dialogue among related stakeholders in the healthcare field.
Behavioral Sciences ; Delivery of Health Care ; Ethics ; Humanities ; Humans ; Jurisprudence ; Korea ; Leadership ; Mental Competency ; Natural Science Disciplines ; Psychology ; Self Care

OBJECTIVE: To determine the changes in dental anxiety, state anxiety, and trait anxiety levels of patients and their parents after 3 months of active orthodontic treatment. METHODS: We evaluated 120 patients and one parent of each patient. State Anxiety (STAI-S), Trait Anxiety (STAI-T), and Corah's Dental Anxiety Scale (DAS) were administered before orthodontic treatment (T1) and after 3 months of treatment (T2). Differences in scores between T1 and T2 were compared using paired-sample t-tests and the relationship between the scores of the DAS and the STAI were analyzed using a bivariate two-tailed Pearson correlation test. RESULTS: Dental anxiety and state anxiety levels decreased among the patients after adjustment to orthodontic treatment (p < 0.001). However, 3 months of treatment was not sufficient to decrease the anxiety levels of parents (p > 0.05). Patient trait anxiety affected patient state anxiety and dental anxiety (p < 0.01). Additionally, a significant correlation was found between patient dental anxiety and parent dental anxiety (p < 0.05). CONCLUSIONS: Dental anxiety and state anxiety levels decrease after patients become familiar with their orthodontist and they became accustomed to orthodontic treatment. However, 3 months is not a sufficient length of time to decrease parental anxiety levels.
4-Acetamido-4'-isothiocyanatostilbene-2,2'-disulfonic Acid ; Anxiety ; Behavioral Sciences ; Compliance ; Dental Anxiety ; Humans ; Parents

BACKGROUND: The family medicine residency program consists mainly of clinical rotations in other specialties and the family medicine-specific training. We conducted this study to investigate how family medicine residents evaluated their training program that include family-oriented medicine, clinical preventive medicine, behavioral science and research in primary care. METHODS: In 2009, third-year residents of 129 training hospitals in Korea were surveyed to investigate the current state and their expectation of the residency program. The contents of questionnaires included training periods, conferences, procedures, interview techniques, outpatient and inpatient consultations, and written thesis. RESULTS: Total 133 out of 142 residents (93.7%) responded that 3 years of training is ideal or pertinent. Residents responded that the types of conference that they need most are journal review (81%), staff lecture (73.2%), and clinical topic review (73.2%), in that order. Procedures and interview techniques that the residents want to learn most were gastroscopy (72.5%), abdominal ultrasonography (65.2%), and pain management (46.4%). Hospitals where family medicine residents do not see hospitalized patients or patients in the outpatient clinic were 7.9% and 6.5%, respectively, whereas hospitals that maintain continuous family medicine outpatient clinics were only 40.8%. Education in outpatient clinic and articlewriting seminars was done less frequently in the secondary hospitals than in the tertiary hospitals. CONCLUSION: Evaluation and quality improvement of family medicine training program as well as specialty rotations should be considered in order to foster better family physicians. The efforts have to be made to minimize the difference in quality of each family medicine residency program.
Ambulatory Care Facilities ; Behavioral Sciences ; Clinical Medicine ; Congresses as Topic ; Family Practice ; Gastroscopy ; Humans ; Inpatients ; Internship and Residency ; Korea ; Outpatients ; Pain Management ; Physicians, Family ; Preventive Medicine ; Quality Improvement ; Referral and Consultation

No abstract available.
Behavioral Sciences*

Last one quarter century has witnessed the enlightenment of social and behavioral science in medicine. The aims of incorporating social and behavioral science in medical education are to equip future physicians with nonbiomedical clinical competencies. The contents of this "soft science of medicine" include mind-body interactions in health and disease, patient behavior, physician role and behavior, physician-patient interactions, social and cultural issues in health care, helath policy and economics, etc. Up to now, the integration of social and behavioral science in medical school curriculum are of less than satifaction due to several barriers. By broadening the perspectives of various domains of social and behavioral science and by collaborating with the professionals from other fields of medicine, psychiatrists should potentially play important roles in educational leadership.
Behavioral Medicine* ; Behavioral Sciences ; Curriculum* ; Delivery of Health Care ; Education, Medical ; Humans ; Interpersonal Relations ; Leadership* ; Physician's Role ; Psychiatry* ; Schools, Medical

The purpose of this study is to develop the list of core skill and knowledge in clinical practice of neuropsychiatry. The author consider some aspects in preparing for developing the list of core skill and knowledge of neuropsychiatry. The author examined the status of the clinical practice in universities briefly, and we presented some practical problems about the extent of clinical practice of neuropsychiatry, the goals and principles of developing the target of study, the target of clinical practice of neuropsychiatry, and some examples of skill and knowledge and attitude by referencing 'Korean Journal of Medical Education', 'Workshop reports in Korean Neurosychiatric Association' and 'OSCEs in psychiatry'. We pointed out the problem that whether behavioral science, diagnosis, 'patients, doctor and society' (PDS), and communication were included in clinical practice of neuropsychiatry or in other subjects and emphasized. We could discuss about 60 OSCE lists in Psychiatric department of University of Cambrige including examining cranial nerve, fundoscopy, interpreting ECG, calling the on-call consultant, requesting an EEG, discussing an MRI brain scan report, assessing suicide risk, and assessing testamentary capacity. In the examples of attitude and skill, the process of establishing rapport and giving empathy is as follow. If the students are well aware and carrying out the process, they will be respectable medical doctors. 1) Establish a rapport with the patient : Greet the patient by name, shake the patient's hand and smile. Introduce yourself warmly. Be courteous. make the patient comfortable and at ease. Explain the purpose of the contact. Ask permission to take a history or to do an examination. Thank the patients for co-operating. 2) Empathy : Remember that the patient is as human as you are. If you believe that the patient is as important as you are, you are mistaken. The patient is more important than you are. Your career depends on how well you can get on with patients and make them feel good about you. for their medical care, you are just one of the many choices. Hence, be sensitive and show warmth, empathy, concern and consideration for the patient.'s feelings. Try to see how you would have felt if you were in the patient's shoes. Convey your understanding and acceptance of the patient's situation. Explain them. Respect the patient's dignity. Do not ignore questions from the patient. Ask permission to speak to partner, children or parents if indicated. We anticipated that fine lists were developed by active progression of developing lists of skill and knowledge after our investigation.
Behavioral Sciences ; Brain ; Child ; Consultants ; Cranial Nerves ; Diagnosis ; Electrocardiography ; Electroencephalography ; Empathy ; Hand ; Humans ; Magnetic Resonance Imaging ; Neuropsychiatry* ; Parents ; Shoes ; Suicide

Last one quarter century has witnessed the enlightenment of social and behavioral science in medicine. The aims of incorporating social and behavioral science in medical education are to equip future physicians with nonbiomedical clinical competencies. The contents of this "soft science of medicine" include mind-body interactions in health and disease, patient behavior, physician role and behavior, physician-patient interactions, social and cultural issues in health care, helath policy and economics, etc. Up to now, the integration of social and behavioral science in medical school curriculum are of less than satifaction due to several barriers. By broadening the perspectives of various domains of social and behavioral science and by collaborating with the professionals from other fields of medicine, psychiatrists should potentially play important roles in educational leadership.
Behavioral Medicine* ; Behavioral Sciences ; Curriculum* ; Delivery of Health Care ; Education, Medical ; Humans ; Interpersonal Relations ; Leadership* ; Physician's Role ; Psychiatry* ; Schools, Medical

The purpose of this study is to develop the list of core skill and knowledge in clinical practice of neuropsychiatry. The author consider some aspects in preparing for developing the list of core skill and knowledge of neuropsychiatry. The author examined the status of the clinical practice in universities briefly, and we presented some practical problems about the extent of clinical practice of neuropsychiatry, the goals and principles of developing the target of study, the target of clinical practice of neuropsychiatry, and some examples of skill and knowledge and attitude by referencing 'Korean Journal of Medical Education', 'Workshop reports in Korean Neurosychiatric Association' and 'OSCEs in psychiatry'. We pointed out the problem that whether behavioral science, diagnosis, 'patients, doctor and society' (PDS), and communication were included in clinical practice of neuropsychiatry or in other subjects and emphasized. We could discuss about 60 OSCE lists in Psychiatric department of University of Cambrige including examining cranial nerve, fundoscopy, interpreting ECG, calling the on-call consultant, requesting an EEG, discussing an MRI brain scan report, assessing suicide risk, and assessing testamentary capacity. In the examples of attitude and skill, the process of establishing rapport and giving empathy is as follow. If the students are well aware and carrying out the process, they will be respectable medical doctors. 1) Establish a rapport with the patient : Greet the patient by name, shake the patient's hand and smile. Introduce yourself warmly. Be courteous. make the patient comfortable and at ease. Explain the purpose of the contact. Ask permission to take a history or to do an examination. Thank the patients for co-operating. 2) Empathy : Remember that the patient is as human as you are. If you believe that the patient is as important as you are, you are mistaken. The patient is more important than you are. Your career depends on how well you can get on with patients and make them feel good about you. for their medical care, you are just one of the many choices. Hence, be sensitive and show warmth, empathy, concern and consideration for the patient.'s feelings. Try to see how you would have felt if you were in the patient's shoes. Convey your understanding and acceptance of the patient's situation. Explain them. Respect the patient's dignity. Do not ignore questions from the patient. Ask permission to speak to partner, children or parents if indicated. We anticipated that fine lists were developed by active progression of developing lists of skill and knowledge after our investigation.
Behavioral Sciences ; Brain ; Child ; Consultants ; Cranial Nerves ; Diagnosis ; Electrocardiography ; Electroencephalography ; Empathy ; Hand ; Humans ; Magnetic Resonance Imaging ; Neuropsychiatry* ; Parents ; Shoes ; Suicide