Purpose: The purposes of this study were to investigate the attitudes of clinical educators toward teaching and to provide information for realizing better clinical practice. Methods: We conducted a questionnaire survey on eligible clinical educators (one educator per facility; 11,138 facilities in total) at medical and medical welfare intermediate facilities registered with the Japanese Physical Therapy Association. Results: The total number of valid respondents was 1,162. The considerations of clinical educators extended to not only the academic and mental aspects of students and harassment, respectively, but also the behaviors of clinical educators themselves and students after graduation. Many clinical educators were sensitive to changes in society and committed to systematic efforts to develop teaching plans and improve teaching skills in practice. However, these results were related to the respondents’ durations of clinical experience and clinical practice teaching experience, whether they had received education-related learning, and whether they had accepted comprehensive practice. Conclusion: These findings suggest that to carry out clinical practice effectively and smoothly, the readiness of clinical educators, schools, and students and the development of clinical practice education from a pedagogical perspective are required.

Objective: To identify the problems currently facing postgraduate education in physical therapy and recommend a better postgraduate education system, in light of the lifelong learning program to be launched in 2022. Method: We examined prior research, such as the investigation of the facilities belonging to the Chiba Physical Therapist Association, and compared the postgraduate education system in physiotherapy with that of other related occupations. Results: The issues can be summarized in (1) differences in individual educational contents, (2) differences by environmental factors, (3) individual factors, and (4) institutional design of the association. Consideration: It is necessary to formulate lifelong learning guidelines to clarify individual achievement and action goals that involve collaboration with multiple facilities. An improved system can lead to better training of physical therapists.

Purpose: To examine the usefulness of one-page portfolio assessment (OPPA), an educational method that focuses on externalizing thinking, in the training of physical therapists. Method: OPPA was introduced in one of the training courses. The “essential questions” are represent the knowledge acquired before and after learning, and the “learning history” is a summary of lecture contents, with individual guidance in case of errors or differences in point-of-view. In the “self-evaluation” section, students were asked to provide opinions on their learning. Based on this test score, we analyzed the change in the number of words, differences in the number of instructional, and qualitative differences in the contents between the high and low mean score groups and the score group. Result: No significant differences were found in the numbers of instructions. There were more words in the above average and 90% groups. Reflection and what was learned was expressed with many words and associations in the above average group. Conclusion: The results suggested that OPPA is effective in introducing physical therapy education.

Purpose: To clarify the factors that hinder the “ease of work” of physical therapists. Subjects and methods: We conducted a cross-sectional survey of 59 physiotherapists at our hospital and analyzed the survey analysis. Result: Dissatisfaction with the amount of work, work environment, lack of management ability, etc. Three categories as such have been formed. Conclusion: A lot of work, Dissatisfaction with communication problems and work content based on the fact that work is not completed within business hours, We are dissatisfied with the quality of work, and We think it is important to take measures and be convinced of this part. In the future, We would like to continue to strive to develop human resources who can enhance their motivation in clinical education and postgraduate education without being overwhelmed by the realization of “ease of work” .