Background: The shift from traditional education to competency-based education in response to societal demands, emphasizes the need for developing assessment tools to measure major competencies—comprising knowledge, skills, attitudes, and personal characteristics—required to perform specific tasks. Thus, It is essential to develop assessing tools to measure the existing major competencies in physical therapy, enabling more effective management of educational outcomes on competencies. Objectives: The purpose of this study is to develop an assessment tool for measuring major competencies within the Department of Physical Therapy. Design: Delphi survey research. Methods: This study was conducted based on the three major competencies and six sub-competencies of the Physical Therapy Department. To develop an assessing tool for measuring major competencies, conversion of the achievement factor into behavioral statements, and expert panel group Delphi survey was conducted. Results: The results of the Delphi survey indicated 0.88 to 1, exceeding the established threshold and demonstrating adequate validity. Conclusion: A total of 54 preliminary questions for the major competency assessing tool were developed through the Major Curriculum Committee. Through the Delphi survey, the validity of the 54 preliminary questions for major competencies was secured.

Background: Since core competence-based training is in demand, this study aimed to revise suitable major competencies for the Department of Physical Therapy at U University and use them to propose appropriate educational processes. Objectives: This research was to modify the competencies established in 2020 for Physical Therapy using focus group interviews, validate them using the Delphi survey, and modify a curriculum that aligns with competencies. Design: Panel survey research. Methods: This case study was conducted at U University. To reform curricula based on major competence, related documents were analyzed, expert opinions were obtained, and expert panel group Delphi survey was conducted. Results: The three major competencies of the Department of Physical Therapy at U University and 6 sub-competencies were defined by focus group interviews and review by the Physical Therapy Department Curriculum Committee. Additionally, the validity of the major competencies was established by the Delphi survey. Conclusions: Through step-by-step analysis, the current curriculum was revised into three major competencies and six sub-competencies, and the validity of the selected competencies was secured through a Delphi survey.