Abstract
Purpose: The purpose of this study was to evaluate the students’ non-cognitive abilities, to examine whether
or not there were discrepancies between the students’ and teachers’ subjective evaluations, and to clarify
the factors that influence the performance of clinical practice. Methods: The subjects were third- and fourthyear
students enrolled in the physical therapy and occupational therapy departments at the university. Three
questionnaires were used to evaluate non-cognitive abilities, and the need for support during clinical practice
was also assessed. For the teachers’ subjective evaluation, a self-made questionnaire was used, and the
subjects were classified into supportive and non-supportive groups. Results: Forty-three students were
included in the analysis. The agreement rate of the students’ subjective evaluation of the need for support
was 20.8%, whereas the teachers’ subjective evaluation was 83%. The results of the comparison between
the support group and the non-support group showed that there were no significant differences in all the
student subjective items, but there were significant differences in 8 out of 9 items in the teacher subjective
items. The change in facial expression was extracted as a factor affecting the presence or absence of support.
Conclusion: The richness of facial expression change was suggested to be a characteristic of students that
influences whether or not to provide more-than-usual support.
