Abstract
The purpose of this study was to clarify the recognition of physical therapy students for the instruction of writing papers, oral presentations, patient records, and the orientation of institutional administration in the clinical training programs. Using a mailed questionnaire method, the 3rd-year physical therapy students from 10 schools of allied health in Japan were surveyed. One hundred ten responses (55%) were obtained from 8 of the 10 schools. Main results were as follows:
1) In the instruction of writing papers, about 60% of the students hoped that supervisors checked on the content of them rather than the form; before submitting papers to supervisors, over 60% of the students hoped to be instructed only when they had difficulty in writing them.
2) In the instruction of oral presentations, over 60% of the students needed supervisors' comments after a presentation the most; as a style of oral presentations, most of the students thought that a case-related presentation was effective to learn from, while a review of papers was ineffective.
3) In the instruction of filling out patient records, the students were split into those who needed the instruction in the form used and those who needed it in the content written in them; actually, however, over 60% of the students felt that the instruction of filling out patient records was insufficient for their needs.
4) Over 60% of the students were content with roughly being informed of the administration of the institution offering the program; actually about 60% of the students felt that they were not given sufficient information about it.
