Surveys of graduate and undergraduate physiotherapists carried out in North America and graduate physiotherapists in New Zealand and Australia provide some evidence of a high incidence (40--80% of respondents) of IPSB (Cooper and Jenkins 2008, Cullen 1997a, deMayo 1997a, McComas et al 1993, Weerakoon and O'Sullivan 1998).
Targeted education has been deemed an essential component when preparing physiotherapy students and physiotherapists to manage incidents of IPSB (deMayo 1997, Weerakoon and O'Sullivan 1998).
The primary aim of this study was to determine the incidence and nature of IPSB experienced by final year physiotherapy students.
Part 1 contained 16 questions pertaining to the specific forms of IPSB experienced (McComas et al 1997).
Three questions (Part 4) pertained to education on IPSB in the BSc (Physiotherapy) course.
Table 1 displays data for the clinical placements undertaken by students and whether IPSB occurred.
IPSB content, pedagogy, and developmental standards mapped to courses in program curricula)
INTASC Principles, Conceptual Framework outcomes, and IPSB developmental standards mapped to all Teacher Education Program methods course objectives; and Council on Exceptional Children Special Education Standards mapped to teacher Education program course objectives).
This is shown in the unit mapping of the IPSB developmental and pedagogical standards to Teacher Education Program courses and the IPSB content standards to Arts and Sciences courses in Figure 1.
As shown in Figure 1, the unit at Urban State has mapped its curriculum and courses to the IPSB developmental and content standards.
sinensis at all growth stages compared with the control, while the abundance of ACDB, OPSB, IPSB and KSB was increased markedly.
Growth stages###Treatment###AB (A-104cfug-1) ACDB (A-103cfug-1) OPSB (A-102cfug-1) IPSB (A-102cfug-1) KSB (A-102cfug-1)