Comparison of Physical Therapy Students' General Self-Efficacy Scale Results Before and After the Implementation of E-Learning

Onuki, Mutsumi; Maruyama, Hitoshi

doi:10.1589/rika.25.677

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…E-learning materials were prepared for a class called "General Exercise Therapy" in the latter half of 2009 through lecture designing and development based on Instructional Design (hereafter abbreviated as ID) 11,12) , Lectures utilizing e-learning were provided as a supplement to face-to-face lectures over 6 weeks from October through December of the same year 13) . After the implementation of the e-learning, we measured the e-learning with our modified version of the Self-efficacy Stimulative Scale of Endo, et al (Table 1).…”

Section: Methodsmentioning

confidence: 99%

Results of the Self-efficacy Stimulative Scale used for e-learning by Physical Therapy Vocational School Students -Examination by Exploratory Factor Analysis-

Onuki

Maruyama

2011

J Phys Ther Sci

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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.

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Section: Methodsmentioning

confidence: 99%

Results of the Self-efficacy Stimulative Scale used for e-learning by Physical Therapy Vocational School Students -Examination by Exploratory Factor Analysis-

Onuki

Maruyama

2011

J Phys Ther Sci

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“…Therefore, nurses must be able to assess risks accurately. Establishing effective teaching methods to improve this ability can be an educational challenge [2,3].…”

Section: Introductionmentioning

confidence: 99%

Risk Prediction Education Using Presentations on Evaluating the Processing of Visual Information

Nishimura¹

2016

Gen Med

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The aim of the present study was to clarify how an educational presentation on risk prediction affected the ability to process visual information. A randomized controlled experiment was conducted with 34 nursing students, who were divided into a visual-only group and an audio-visual group. The informational presentation used images obtained using an eye mark recorder, which recorded the gaze trajectory and gaze point actually observed by the individual, and the educational strategy was evaluated using the eye mark recorder. A Wilcoxon test was conducted to compare performances before and after the presentation for each group, and a Mann-Whitney test was used to compare the visual-only and audio-visual groups. We found that four items changed between the first and second experiment: (1) shorter duration of observation, (2) prolonged mean duration of gaze pauses, (3) an increase in the number of eye marks, and (4) an increase in the number of eye marks coinciding with gaze points. Results suggest that the difference in style of informational presentation didn't have a large impact on eye movement, audio-visual stimulation helped subjects make judgement during their subsequent observations and visual reflection helped to retain the risk factors in long term memory.

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Examination of the Use of the Self-efficacy Stimulative Scale of e-learning for Physical Therapy Vocational School Students

Onuki

Maruyama

2011

Rigakuryoho kagaku

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Our objective was to discover through educational practice a usage for the self-efficacy stimulative scale (SESS) of e-learning for physical therapy vocational school students. [Subjects] The subjects were 40 second-year physical therapy vocational school students. [Method] Based on assessments of SESS made before and after e-learning, we determined the construct scores for each student, and interviewed and performed an intervention for the students with low scores. In addition, all subjects answered a questionnaire, and we confirmed common points and differences and changes by comparison between the questionnaire and the results of the interview and intervention. [Results] For the construct scores, the factor for Sense of Accomplishment ranged from 1.02~0.47 (mean±SD: 0.03±0.35), the factor for Accumulation of Experience ranged from 0.64~0.33 (0.01±0.22), and that for Enquiring Mind ranged from 0.95~0.58 (0.01±0.34). Among the five students interviewed, four answered that they hadn't sufficiently got to grips with e-learning because they were time-constrained by part-time jobs. From the interviews, we deduced that the 5 subjects had limited knowledge of the utility of a mobile phone as an information device, and after the intervention their SESS increased. [Conclusion] We consider that the SESS for e-learning can be used as a screening assessment method when general e-learning effects begin to appear, in order to identify and perform interventions for students whose self-efficacy is not progressing.

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Comparison of Physical Therapy Students' General Self-Efficacy Scale Results Before and After the Implementation of E-Learning

Cited by 3 publications

References 4 publications

Results of the Self-efficacy Stimulative Scale used for e-learning by Physical Therapy Vocational School Students -Examination by Exploratory Factor Analysis-

Results of the Self-efficacy Stimulative Scale used for e-learning by Physical Therapy Vocational School Students -Examination by Exploratory Factor Analysis-

Risk Prediction Education Using Presentations on Evaluating the Processing of Visual Information

Examination of the Use of the Self-efficacy Stimulative Scale of e-learning for Physical Therapy Vocational School Students

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