The use of the internet in medical education is expanding along with the progress of IT Technology. In the midst of drastic changes in education strategy and methods of learning, we review what e-learning is, aspects of it and its history, as well as present controversial topics and the actual situation of its use in a medical education. Furthermore, we review how we should utilize e-learning in physical therapy education in the future and what we should aspire to do with it.

We investigated the effectiveness of e-learning by measuring the self-efficacy of physical therapy students before and after the implementation of e-learning. We also created a scale of self-efficacy effects and looked for factors influencing students' self-efficacy. [Subjects] The subjects were thirty-three 2nd-year students at a 4-year physical therapy vocational college. [Methods] An e-learning course complementing normal face-to-face classes was implemented for 6 weeks. We measured students' self-efficacy using Sherer's Generalized Self-Efficacy Scale (GSES) before and after the e-learning implementation and compared the results. We also made measurements using our original 'e-learning self-efficacy effects scale' after the e-learning and looked for factors influencing e-learning. [Results] After the implementation of the e-learning, GSES scores of 23 students increased, 2 remained the same, and 8 decreased. Also, regarding the self-efficacy scale, among Bandura's four factors affecting self-efficacy, 'verbal persuasion' showed the lowest value, and for the group showing reduced GSES scores, 'vicarious learning' had not taken place. [Conclusion] In raising students' self-efficacy, in addition to e-learning, encouraging students and methods which confer practical experience such as mock clinical experience are effective.

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Abstract.[Purpose] The purpose of this study was to prepare a scale for promoting sense of self-efficacy in physical therapy students in e-learning and to examine the scale items with factor analysis. [Subjects and Methods] Thirty-seven physical therapy students were asked to participate in e-learning and we measured the effect of e-learning using a Selfefficacy Stimulative Scale which we developed for this research.[Results] Factor analysis identified 3 factors, which were named "sense of accomplishment", "accumulation of experience" and "inquisitive mind". Coefficients of reliability were 0.89, 0.81 and 0.86, respectively, for each of the three factors. Furthermore, among the subscales, a significant correlation was found between "sense of accomplishment" and "accumulation of experience". [Conclusion] The results indicate that the Self-efficacy Stimulative Scale is structurally stable and has high factorial validity.

The purpose of this study was to consider the degree of physical therapy students' information literacy, how students perceived the reliability of the wealth of medical information, and how this changed with academic year. [Subjects and Methods] The survey was conducted by a questionnaire containing 16 items distributed to 161 students in a four-year physical therapy college. [Results] Though the degree of reliability of internet information is the subjective judgement of each student, it showed a tendency to increase significantly in moving to the upper grades. The percentage of students who felt internet information reliability was high was over 50%. [Conclusion] The result suggests that the education curriculum which arouses information literacy is important in the lower grades.