This study examined the relationship between task performance and stress responses during clinical practice. [Subjects and Methods] Eighty-one subjects in their 4th year at two physical therapist training schools participated in this study. The extent of the stress responses during clinical training and training task performance were measured using the SRS18 (psychological stress reaction measurement scale), and the relationship between the two was examined by correlation analysis and regression analysis. [Results] A weak but significant negative correlation was found between the comprehensive training performance and "depressive reaction, anxiety", "grumpiness, anger", and "lethargy", and a significant weak negative correlation with the overall stress response was also observed. Moreover, in relation to the degree of stress, a significant difference was seen between the standard regression coefficient of the extent of information collection and information use. [Conclusion] In training tasks, the extent of information collection and extent of information use appear to affect the degree of stress.
[Purpose] In this study we investigated the points needing attention in scenario setting and learning support provided by the tutor in problem-based learning (PBL) tutorials. [Subjects and Methods] We performed a survey of 118, 1st to 3rd year physical therapy students regarding learning support provided by the tutor and the scenario setting used on the final day of each academic year's PBL tutorial.[Results] The overall assessment of the scenario setting by each academic year was generally high, but among the items, the volume of information provided for scenarios 1 ~ 3 was rated lower than the others. Among 2nd year students, all items of scenario 3 were rated low, and among scenarios 1 ~ 3, a significant difference was seen in this assessment. Tutor assessment by all students was in the main a comparatively high assessment, but "Was your tutor there when needed?" was lowly rated. [Conclusion] We thought that students were mostly satisfied with learning support provided by tutors and the scenario settings. The survey results suggest the need for improvement in information materials for the scenario settings and for tutors to spend more time sitting in on group discussions.
In this study physical therapy students were given a problem-based learning (PBL) tutorial, and the achievement levels of self-learning and group learning were investigated and compared. [Subjects and Method] In 2007, with 120 1st ~ 3rd year physical therapy students as subjects, we surveyed the achievement levels of selflearning and group learning with a 15-item questionnaire immediately after conducting a PBL tutorial. [Results] Although there were differences between the achievement levels of self-learning and group learning in all the academic years, the results for the same items were similar. In particular, in the choice of study items and concept of problem, the study plan and its execution showed a comparatively low tendency. In the overall analysis of all the academic years, the self-learning achievement level was low compared to the group learning achievement level, and the difference between them was significant. [Conclusion] In a PBL tutorial, study envisaging clinical practice is possible, but for students to effectively learn clinical reasoning, the necessity of group learning was reconfirmed.
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