2019 Volume 46 Issue 6 Pages 437-441
Purpose: To investigate factors that influence a student’s cooperative learning, in the short-term physiotherapy clinical practice, with a placement model of one clinical educator to two students.
Method: The subjects consisted of 90 students, who completed a short-term clinical practice (of 10 days) with a placement model of one clinical educator to two students. They were divided into 2 groups, depending on their answers to a questionnaire asking whether the clinical practice felt cooperative (C group) or not (NC group). The Emotional Intelligence Scale (EQS) was evaluated before the clinical practice. The scores of the scales’ interpersonal scope, and of the 3 corresponding factors (empathy, altruism, and human control) were compared between groups. Additionally, the score gap between the pairs, as well as gender and general academic performance, and its gap, were equated.
Result: The C group contained 30 pairs, while the NC group had 13. The empathy scores in the C group were significantly higher than that of the NC group. Furthermore, the score gap of altruisms between student pairings in the NC group was significantly higher than that of the C group.
Conclusion: In order to facilitate cooperative learning among students, it may be necessary to focus on each student’s self-evaluation, regarding interpersonal correspondence, and the difference in self-evaluation among the students.
