本学理学療法学専攻1年次生の学習動機と職業意識

研究報告Original Paper本研究の目的は学習指導の参考とするために、本学理学療法学専攻1年次生がどのような学習動機を持っているか、またそれが理学療法(士)(PT)に村する職業意識とどのように関係するかを明らかにした。調査参加者はPT専攻1年次生全員の33名(男性21名、女性12名)、平均年齢19.2歳(偏差1.5、範囲18-25歳)であった。調査内容は、調査参加者の背景(性、年齢)、学習動機に関するアンケート、PTに対する職業意識に関するアンケートであった。学習動機に関するアンケートは、市川による「学習動機を測定する質問項目」を用いた。PTに対する職業意識に関するアンケートは独自に作成し、1)PTの職業イメージについて、2)PTになりたい気持ちの強さ、3)PTになるための学習意欲、4)本学での満足度、5)将来の具体的なPT像の5項目について調査した。調査集団の学習動機は、学習内容に関与した「内容関与型」の動機が高く、学習の内容自体を重視し、そして職業意識が高いほど、学習の質が高いようであった。このような学生集団に対し、教授者は、学生の職業意識と、内容関与的な学習動機を支える知的好奇心や理解要求、向上心を大切にした教育工夫が必要であると考えられる。The purpose of this study was to clarify the correlation between the learning motivation in first-year physical therapy students and their knowledge and attitude toward physical therapy. Participants included 33 first-year students (21 males, 12 females), 19.2 (range 18-25) years old on average. Questionnaires were used to measure their learning motivation, professional knowledge and attitudes toward the physical therapist. We used the "questionnaire to measure learning motivation" by Ichikawa. Also, fivepoint Likert scale items were used to assess the students\u27 professional knowledge and attitudes toward physical therapy in such areas as 1) image of physical therapy, 2) motivation to become a physical therapist, 3) learning motivation vis a vis the curriculum 4) satisfaction with entering this college, 5) their image of themselves as physical therapists in the future. Results indicated that the participants had a generally high learning motivation, and were knowledgeable about the physical therapist\u27s job. Students who had a higher learning motivation provided positive comments and attitude towards physical therapy. Positive attitudes toward physical therapy may have been reflective of the students\u27 learning motivation. In conclusion, the authors encourage curriculum changes that directly address issues of professionalism, create an active learning environment, and particularly regarding strategies for increasing professional knowledge and positive attitudes toward physical therapy and the therapist

理学療法教育における客観的臨床能力試験(OSCE)の試み

研究報告Original Paper理学療法専攻学生の臨床技能教育を推進することを目的に、学生の臨床技能の習得と、その到達度を客観的に評価する客観的臨床能力評価試験(Objective Structured Clinical Examination;OSCE)を試行した。本研究は、OSCEの試行結果を分析し、その有効性を検討した。対象はPT専攻2年次生全員32名(男性20名、女性12名)、平均年齢19.2歳(偏差1.5、範囲18-25歳)であった。OSCE課題は、1ブース1学生に対し、右変形性股関節症のシナリオで股関節の徒手筋力テストと関節可動域測定の1課題を提示した。評価尺度は4名の教員(模擬患者役1名)が作成し、評価は3名の評価者(教員)が同時に行った。OSCEの評価者間信頼性(ICC;0.84)は高く、評価者間の評価点にも差はなかった。評価項目の評価者間の完全一致率は7割程度であった。学生へのアンケート調査の結果は、OSCEに対する学生の評価は高かった。今回試行したOSCEの信頼性は高く、学生の臨床能力を客観的に把握し得る結果であり、学生の問題点を明確にし、有益なフィードバックが得られると考えられた。BACKGROUND AND OBJECTIVES: The objective structured clinical examination (OSCE) is an examination format with particular emphasis on examining students\u27 clinical and communication skills. The purpose of this study was to examine the feasibility, reliability and validity, and the educational impact of an OSCE for students in the second year of a 4-year physical therapy program. METHODS: Thirty-two students were examined at one OSCE session. The station evaluated skills required for the interaction with patients and physical examination (joint range of motion and manual muscle test) of mimic persons with chronic musculoskeletal conditions. Three examiners recorded an overall judgment of each student\u27s performance (pass, borderline, or fail) and wrote comments on each student\u27s performance using a checklist for each student\u27s performance content. Intraclass correlation coefficient (ICC) among the examiners was analyzed to quantify the intrarater reliability. Intra-observer variations were analyzed by ANOVA. The agreement rate of the examiners was also calculated. A self-administered questionnaire was completed by students immediately after the OSCE at the end of session. This questionnaire was measured the students\u27 perception of examination attributes, which included the quality of performance, authenticity of the process, and usefulness of the OSCE as an assessment instrument compared to other formats. RESULTS: Intrarater reliability ICC was 0.84 ranged from 0.47 to 0.98. No statistically significant differences were found among the three examiners in all the OSCE items. The overall agreement rate among examiners was 72%. The category of Physical examination (60%) was lower than other categories (Interaction with patients; 78%, Knowledge of examination; 79%). Self-administered questionnaire completed by students was excellent acceptance of the OSCE as an assessment instrument. CONCLUSIONS: The OSCE is credible as a test for the evaluation of basic clinical skill and interaction with patients for physical therapy students. The OSCE experience provides students with a rich resource for defining clerkship-related learning needs. Further study is required to improve performance of objectively assessed clinical skills