TRANSFORMATION OF THE EDUCATIONAL PARADIGM OF PHYSICAL THERAPIST TRAINING: A COMPARATIVE ANALYSIS OF DOMESTIC AND INTERNATIONAL EXPERIENCE

Abstract

The article carries out a comprehensive theoretical and analytical study of the transformation of the system of training physical therapists in Ukraine in the context of European integration processes and challenges of modernity. Analysis of research. Based on a comparative analysis of domestic and international experience (USA, Canada, EU countries), the essence of the change in the educational paradigm is substantiated: the transition from the traditional biomedical model focused on disease to the biopsychosocial model based on the ICF and management of the functional state of a person. Purpose. To theoretically substantiate the transformation of the educational paradigm of physical therapist training through modeling and comparative analysis of domestic and international education systems. Methods and materials: analysis and synthesis of scientific literature, regulatory documents and educational standards; comparative pedagogical method; modeling method; systemic approach. Results. Using the modeling method, the authors identified and compared two types of educational systems: the “International Autonomous Model” (target benchmark) and the “Domestic Transit Model” (current state). The fundamental differences between them are identified, which consist in the level of professional autonomy of the graduate, the methodology of clinical decision-making (Clinical Reasoning), and the architectonics of practical training. It was established that the key barriers to the modernization of domestic education are "technocentrism" in teaching, fragmentation of clinical practice and dominance of protocol thinking over analytical thinking. Conclusions. The conclusion was made about the need for systematic implementation of a competency approach and objective assessment tools (OSCE) to form a specialist capable of autonomous professional activity.