Influence of a PBL(Problem-Based Learning) Tutorial on Practical Training of PT Students

抄録

[Purpose] The purpose of this study was to elucidate what influences PBL (Problem Based Learning) tutorials have on the evaluation items in evaluation practice. We also examined the relationship between the degree of self-learning achievement in PBL tutorial and the inferred items in practical training. [Subjects] A total of 35 students, comprising 25 male and 10 female 3rd-year students with an average age of 23.7 ± 6.2 in the department of physical therapy at a 4-year vocational college were included in this study as study subjects. [Methods] A PBL tutorial was implemented based on the cerebrovascular hemiplegia scenario, comprising Parts 1 to 3. Evaluation practice was then held to calculate the correlation between the degree of influence and the degree of self-learning achievement from PBL for each of the evaluation practice items including "active learning attitude", "information gathering and test/measurement", "pursuit of the problem", "goal setting and treatment program development" and "report preparation and presentation". [Results] The degree of PBL influence was relatively high for "active learning attitude", "information gathering and test/measurement" and "pursuit of the problem". In addition, there was significant correlation between the degree of self-learning achievement from PBL and the degree of influence for "information gathering and test/measurement", "goal setting and treatment program development" and "overall evaluation". [Conclusion] While PBL may show a high degree of influence on evaluation practice for some items, this study indicated the possibility that the results may be improved with a better degree of self-learning achievement from PBL, even for items with relatively low degree of influence.