Longitudinal Study of Level of Satisfaction with Learning and School Life of Physical Therapy Students for the 3 Years from Sophomore to Senior Undergraduate

Purposes: This study aimed 1) to evaluate perceived stress of a cohort of bachelor physical therapy (PT) students from Ariel University in Israel across three clinical practice periods; 2) to evaluate the relationship between perceived stress and academic achievements; 3) to evaluate the relationship between students' perceived stress and clinical practice periods' order and content; and 4) to identify clinical and socio-demographic variables related to perceived stress. Methods: A longitudinal study was conducted among a cohort of undergraduate PT students during their first, second, and third clinical practice assignments. Data were collected using an online questionnaire. The Perceived Stress Scale 10 (PSS) and the Scale for Assessing Academic Stress (SAAS) were used to evaluate perceived stress. A ten-degree Visual Analogue Scale (VAS) was used to evaluate perceived difficulty. Students' grade point averages from the first three years of study were considered academic achievements. An ANOVA was used to evaluate the relationship between perceived stress and academic achievements, and between clinical practice order and area and the socio-demographic characteristics. Results: A total of 39 undergraduate physical therapy students participated in the study. The degrees of PSS and SAAS were higher than those reported previously in undergraduate PT students. Perceived stress was not related to academic achievement, clinical practice order or area, or to socio-demographic characteristics. Conclusions: Participation in clinical practice in general might be a stressful situation, but no specific clinical or socio-demographic factors that might be a source of higher levels of perceived stress were identified. As undergraduate students are away from the campus during clinical practice periods, it is suggested that clinical instructors, who are in daily contact with the students, should receive guidance regarding the ways to identify individuals who present signs of increased stress and the types of strategies that can help students cope with stress in real time.

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A Longitudinal Study on Physical Therapy Students’ Interest in Specialized Fields

Rigakuryoho Kagaku ◽

10.1589/rika.32.627 ◽

2017 ◽

Vol 32 (5) ◽

pp. 627-630

Author(s):

Masahiro ISHIZAKA ◽

Akira KUBO ◽

Junichiro KANEKO ◽

Takahiro NOMURA ◽

Heonsoo HAN ◽

...

Keyword(s):

Longitudinal Study ◽

Physical Therapy ◽

Physical Therapy Students

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Doctor of Physical Therapy Students' Developing Understanding of Physical Therapy Practice: A Longitudinal Study

Journal of Physical Therapy Education ◽

10.1097/jte.0000000000000159 ◽

2020 ◽

Vol 34 (4) ◽

pp. 305-312

Author(s):

Sarah J. Gilliland ◽

Teressa F. Brown

Keyword(s):

Longitudinal Study ◽

Physical Therapy ◽

Physical Therapy Students ◽

Doctor Of Physical Therapy

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Implementation of Objective structured clinical examination (OSCE) as a tool to evaluate the development of clinical reasoning in physical therapy students and level of satisfaction with its use

Revista de la Facultad de Medicina ◽

10.15446/revfacmed.v70n2.90746 ◽

2021 ◽

Vol 70 (2) ◽

pp. e90746

Author(s):

Nicole Figueroa-Arce ◽

Paola Figueroa-González ◽

Luis Gómez-Miranda ◽

Ruvistay Gútierrez-Arias ◽

Viviana Contreras-Pizarro

Keyword(s):

Physical Therapy ◽

Clinical Examination ◽

Clinical Reasoning ◽

Clinical Skills ◽

Objective Structured Clinical Examination ◽

Satisfaction Survey ◽

Physical Therapy Students ◽

Cross Sectional ◽

Level Of Satisfaction ◽

Passing Score

Introduction: Clinical reasoning involves critical thinking and decision-making in clinical situations. It can be evaluated using Objective structured clinical examination (OSCE), which measures clinical skills associated with the development of clinical reasoning. Objective: To describe the implementation of an OSCE to evaluate the clinical skills associated with the development of clinical reasoning in physical therapy students, and to determine their level of satisfaction with this strategy. Materials and methods: Cross-sectional descriptive study carried out in 159 physiotherapy students from Universidad Andres Bello, Chile, enrolled in the Reasoning in Physical therapy course. The OSCE had 11 stations and a student satisfaction survey was administered. Data normality was determined using the Shapiro-Wilk test. Descriptive statistics (percentages, medians, and interquartile ranges (IQR)) were used for data analysis. Results: The median global score was 142 points (IQR:132-150) and 61.1% of the students obtained a passing score (≥ 134 points). Stations in which most students had a passing score were S3, S5 and S7 (with standardized patients): 78.62%, 96.85% and 85.53%, respectively. Regarding the satisfaction survey, 36.48% and 59.12% of the students agreed and strongly agreed with using tools that assess their clinical skills. Conclusions: The OSCE was successfully designed and implemented to evaluate the clinical skills associated with the the development of clinical reasoning in the study population, and most of them reported a high level of satisfaction with its use; this confirms OSCE is an excellent methodology to train and evaluate physical therapy students.

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ANALYSIS OF SATISFACTION LEVEL AMONG PHYSICAL THERAPY STUDENTS ON DIFFERENT MODES OF TEACHING

Pakistan Journal of Rehabilitation ◽

10.36283/pjr.zu.3.1/005 ◽

2014 ◽

Vol 3 (1) ◽

pp. 34-38

Author(s):

Shahnila Naveed ◽

Akbar Lakhani

Keyword(s):

Physical Therapy ◽

Random Sampling ◽

Group Discussion ◽

Sampling Technique ◽

Simple Random Sampling ◽

Descriptive Study ◽

Teaching Methodology ◽

Physical Therapy Students ◽

Cross Sectional ◽

Level Of Satisfaction

OBJECTIVES To analyze and evaluate the level of satisfaction among physical therapy students on different modes of teaching in Karachi based Universities. METHODS This is a cross sectional descriptive study. A total number of 150 physical therapy students of final year were selected as a sample from different universities of Karachi through simple random sampling technique. A questionnaire was used as an instrument. Frequency distribution was used to assess the results of study in accordance with an objective of the research. RESULTS The result shows that, group discussion is significantly effective (42.9%) to understand the content. However, tutorial is less favorable (33.4%) methodology which is used in university for final year students. Hence, they are not attracted towards lecture series (23.7%) in university due to less remembrance of content. CONCLUSION Our study concluded that, satisfaction of students in university is directly associated with the discussed effective methods of teaching. Group discussion and tutorial teaching methodology are more attractive to students for building a strong understanding. However, educational fares, galas and problem-based learning methods are also effective and valued d technique to build better understanding for students of physical therapy.

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