卒前教育における終末期理学療法講義の 役割を再考する. (Japanese)

Reconsidering the Role of Terminal Stage Physiotherapy Lectures in Pre-graduate Education. (English)

[Purpose] The purpose of this research was to clarify the learning process of physical therapy students in a terminal stage physiotherapy lecture, and to reconsider the role of the lecture. [Participants and Methods] The subjects were 62 physiotherapy students. A structured model using the Modified Grounded Theory Approach (M-GTA) was constructed from language data obtained from comments written after the terminal stage physiotherapy lecture. [Results] The model showed three hierarchical categories: the opportunity to face death, learning inspired by facing death, and improvement of motivation for terminal stage physiotherapy. [Conclusion] We concluded this model is useful for understanding students’ learning process and practical motivation, and helpful for the effective development of terminal stage physiotherapy lectures. [ABSTRACT FROM AUTHOR]

〔目的〕終末期理学療法（終末期PT）の講義を理学療法学科の学生がどのように受け止めているかを明らかにし， 本講義の役割を再考すること．〔対象と方法〕理学療法学科の学生62 名を対象とした．方法は質的研究法である修正 版グラウンデッド・セオリー・アプローチ（Modified Grounded Theory Approach：M-GTA）を用いて，終末期PT の 講義後（90 分）の感想文のテクストデータからカテゴリー化によってモデル構築を行い分析した．〔結果〕モデルは， 死と向き合う機会，死と向き合うことで促された学び，終末期PT に対する実践意欲の向上の3 つカテゴリーからなり， これらは階層性を成していた．〔結語〕モデルは終末期PT 講義における学生の段階的な受け止め方（習熟度）と実 践意欲を高める過程を示した．これを活用すれば学生の習熟度に合わせた実践意欲を高める講義が可能になると考え られた． [ABSTRACT FROM AUTHOR]

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