Abstract
[Purpose] To clarify the factors perceived by clinical educators (CEs) to be problematic in teaching students motion analysis in physical therapy clinical training. [Subjects and Methods] Sixty-four CEs were asked about problems in motion analysis education in a free-response questionnaire, and quantitative text analysis of the responses was performed. [Results] Words characterizing factors and the results of categorizing and illustrating their co-occurrence indicated that students’ cognitive, psychomotor and emotive domains, and CEs teaching methods and teaching plans were specific issues in motor analysis education. [Conclusion] When CEs encounter problems in motor analysis education, each of the factors should be investigated, since it is important for students to be given constructive guidance.
