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ISSN : 2092-8475(Print)
ISSN : 2714-0148(Online)
Journal of International Academy of Physical Therapy Research Vol.15 No.4 pp.3294-3304
DOI : https://doi.org/10.20540/JIAPTR.2024.15.4.3294

Effects of Problem Based Learning on Self-Efficacy, Academic Resilience, and Self-Directed Learning in Physical Therapy Students

Chihwan Kim, PT, Prof., PhD
Department of Physical Therapy, Kaya University, Gimhae, Republic of Korea

Abstract

Background: problem-based learning (PBL) is effective in learning majors in health care colleges. Objectives: To analyzed the effectiveness of self-efficacy, academic resilience, and self-directed learning in physical therapy students after PBL. Design: Questionnaire design. Methods: 44 participated in a study using a Mandal-art chart for PBL in a first-year medical terminology class. Surveys assessing self-efficacy, academic resilience, and self-directed learning were conducted before and after the semester. The study evaluated changes in these competencies through structured questionnaires. Cronbach's α was calculated to confirm the reliability of each questionnaire scale. A paired t-test was conducted to compare pre and post PBL class levels of self-efficacy, academic resilience, and self-directed learning, and the correlations between the measurement variables were analyzed using Spearman’s rank correlation coefficient. Results: Self-efficacy, academic resilience, and self-directed increased statistically significantly after the PBL class compared to before the class. A significant positive correlation was observed between self-efficacy and academic resilience, as well as between self-efficacy and self-directed learning. Additionally, academic resilience and self-directed learning also showed a significant positive correlation. Conclusion: PBL enhances self-efficacy, resilience, and self-directed learning, which show positive correlations and interact to improve physical therapy education outcomes.

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