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ISSN : 2092-8475(Print)
ISSN : 2714-0148(Online)
Journal of International Academy of Physical Therapy Research Vol.14 No.4 pp.2975-2982
DOI : https://doi.org/10.20540/JIAPTR.2023.14.4.2975

A Study on the Influence of PBL Class on Physical Therapy Student’s Creative Problem Solving Competence, Class Participation and Self-Efficacy: Focusing on the Therapeutic Exercise & Practice Subject

Joongsan Wang, PT, Prof., PhDa
aDepartment of Physical Therapy, Howon University, Gunsan, Republic of Korea

Abstract

Background: Problem-based learning (PBL) is presented as a superior teaching method compared to existing lecture-based learning. Objectives: To analyzed the effectiveness of creative problem-solving competency, class participation, and self-efficacy in physical therapy students after PBL. Design: Questionnaire design. Methods: This study involved 29 physical therapy students and analyzed changes in their creative problem-solving competency, class participation, and self-efficacy and the correlations between these measurement variables before and after PBL on the “Therapeutic Exercise & Practice” subject. Results: PBL in the musculoskeletal exercise therapy-related subject significantly improved class participation and self-efficacy (P<.05) compared to conventional lecture-based learning, but there was no significant difference in creative problem-solving competency. There was also a positive correlation between a higher level of class participation and higher self-efficacy (P<.05). Conclusions: PBL in the “Therapeutic Exercise & Practice” subject in the Department of Physical Therapy can be an effective educational strategy to increase students’ class participation and self-efficacy. Accordingly, instructors in this department should systematically construct the design of PBL curricula to improve the quality of educational content.

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