Relationship between simulated test results and amount of self-learning in National Physical Therapy Examination scores

Abstract

Introduction: The present study aimed to stratify the target students based on their scores from a mock version of the National Physical Therapy Examination, examining the self-learning quantity for each cluster and examined the support required. Methods: The subjects were 54 fourth-year students in the physical therapy department. Subjects were stratified by hierarchical cluster analysis, and self-learning quantity was compared among the obtained clusters. Results: Based on the analysis, subjects were classified into five groups, with significant differences in self-learning quantity and learning time between groups. Furthermore, receiver operating characteristic curve analysis identified the cluster with low academic performance as being in the first year. Discussion: It is necessary to adjust the teaching method to suit the characteristics of each cluster. Furthermore, because the cluster with low academic performance likely had difficulty making progress with self-learning, it is essential to use a multi-faceted teaching approach, such as by instilling an appropriate attitude toward learning when students first enter school.