Abstract
[Purpose] The purpose of this study was to identify the current status and issues related to problem-based learning (PBL) tutorials in Japanese physical therapy education by conducting a questionnaire survey of physical therapy educators. [Subjects and Methods] A mail questionnaire was sent to 236 physical therapy school educators from November to December in 2009. [Results] One hundred thirty educators responded. Seventy schools had introduced PBL tutorial into their curriculum but 60 schools had not. Many educators who had implemented PBL tutorials chose different instruction methods during PBL tutorials. Furthermore, many educators who had not implemented PBL tutorials felt unfamiliar with PBL methods. [Conclusion] Making PBL guidelines and providing support for educators are necessary to conduct more effective PBL tutorials.
