• 대한물리치료과학회지
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• 제28권3호
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• pp.1-10
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• 2021

Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.

• 대한정형도수물리치료학회지
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• 제6권1호
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• pp.27-33
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• 2000

PURPOSE; The main purpose of this study is to develop a new learning model of Orthopedic Manual Therapy. METHOD; From 1997 to 1999, this survey was made of 318 students who had attended in Orthopedic Manual Therapy subject. RESULT; Results show that regard satisfaction with lecture was as 'good' by 235 person(73.3%). And the most interest subject among the therapists was orthopedic manual therapy(44.63%), next NDT(25.62%). CONCLUSION; This study suggest a new learning model of orthopedic manual therapy used by Role-play model and Coner study model. So we can be lecture effectively to focus students.

• 대한물리치료과학회지
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• 제9권4호
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• pp.83-94
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• 2002

Within physical therapy education, there has been increased attention to curricula and course that emphasize problem solving, clinical reasoning, and synthesis of information across traditional discipline-specific boundaries. This article describes the development implementation, and outcomes of a problem-based learning course in Physical therapy. The course was designed to help students to integrate the various elements of a physical therapy curriculum and to enhance their abilities to respond to an ever-changing health care environment. An evaluation of the course by the first 50 students who completed it revealed both strengths and weaknesses. Students responded that the course enhanced their professional behavior, including interpersonal communication skills, team work, and follow-through with professional responsibilities. The learning package was developed by the authors and implemented to a college students during three weeks of the first semester of 2001. Most studies which conducted PBL module development were short period or temporary PBL package application and evaluation rather than a whole semester's. While, this study carried on partial integrated PBL curriculum development and application with recomposing content of the two subjects to one subject Physical therapy which includes four PBL packages. This package was developed from a simple concept to complex and partial integrated PBL curriculum application systematically variable learning methods such as discussion, practice, lecture, video. There are 2 classes, each class has 25 students, in the college. Each class has 5 small groups consisting 5 students. Two tutors proceeded discussion charging each class also, they used multiple methods and materials like tutorials, self-directed learning, lecture, and video. The package is 5 grades and 5 hours per week and the rate of discussion, lecture is 4, 1 respectively. One of the most change is the increase of interaction between students and tutors. Whenever students need information and suggestion, they can visit tutors who provide reading materials and guide for the direction of self learning. Therefore, this study describes the PBL package development process and application during one semester recomposing contents of two subjects to Physical therapy concepts. Besides, it will contribute to active application of existing each subject to tutors who intend to convert as PBL methods. The study has significant meaning to show potentiality of partially integrated PBL application, using systematic PBL package development from two subjects contents. However, when students' need of yearning is over the extent of Introduction of Physical therapy and Rehabilitation medicine, tutors should set learning extent. So, there is limitation to attain completely integrated PBL education within one subject, therefore, it is high lighted to proceed development of integrated curriculum to maximize learning effects of PBL. It is exected that partial integrated PBL package development and application will distribute to prosper excellent physiotherapist in practice.

• 재활치료과학
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• 제1권2호
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• pp.14-22
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• 2012

서론 : 뇌줄중 환자의 상지 운동 결손은 일상생활에서 수행하는 많은 활동에 큰 어려움을 겪게 만든다. 작업치료사들은 다양한 활동을 제공함으로써 일상생활의 참여를 돕기 위해서 노력하지만 학습자의 특성과 환경을 고려하지 않은 채 훈련이 이루어지고 있다. 따라서 본 연구는 운동 학습 이론과 원칙에 대해 알아보고 작업치료 영역에 적용하기 위한 임상적 고려에 대해 제언해보고자 한다. 본론 : 운동학습의 원칙으로는 학습의 단계, 과제의 형태, 실행 또는 연습, 피드백이 있는 학습의 단계에 따라 운동학습의 원칙을 적용할 수 있을 것이다. 초기단계에서는 학습목표와 작업환경에 대한 충분한 이해가 선행되어야 하며 지속적이며 차단된 연습, 전체 과제 연습이 학습을 촉진시킨다. 후기단계에서는 내제적 피드백에 의존하도록 유도하여야 하며 열린과제, 무작위 연습이 수행을 증진시킨다. 결론 : 치료기전으로 제공되는 다양한 운동학습의 원칙을 적용하기 위해서는 치료계획 수립 시에 체계적으로 결정되어야 할 것이다. 작업치료사들은 환자 각각의 평가결과를 바탕으로 환자의 수준에서 수행을 증진시킬 수 있는 효과적인 운동학습의 원칙을 계획하고 치료적 변화를 계속 모니터링하면서 변경시켜나가야 할 것이다.

• The Journal of Korean Physical Therapy
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• 제14권1호
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• pp.159-167
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• 2002

The Halliwick concept was developed by James McMillan over 50 years ago, and began as a method for teaching swimming to children with physical disables. After that the Halliwcik concept was developed as a specific strategy(called the Ten-Point Program) for teaching swimming to children with disabilities. Soon after the changes in the physical and emotional behavior were attributed to a unique teaching/learning philosophy and a psycho-sensory-motor learning program that is enhanced by hydrodynamics. Recognizing the therapeutic effects of the Ten-Pont Program adapted the program as a therapeutic intervention called Water Specific Therapy or the Logic Approach to Therapy in Water.

• PNF and Movement
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• 제12권2호
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• pp.81-88
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• 2014

Purpose: The purpose of this study is to examine the needs of prior field learning and the academic achievement of field experience learning in a college. Methods: This study was performed from May 1 to October 30, and students were given questionnaire. The research questionnaire as follows: (1) to investigate the academic achievement after field experience learning, (2) to verify the needs of field experience learning. A statistical analysis was performed using SPSS 17.0 for window version. Results: The results was as follows : First, satisfaction of field learning had scored good(47.2%) in lesson goal, good(51.8%) in acquisition of knowledge and techniques, good(51.0%) in preparation of study and good(45.9%) in association. Second, curriculum of field learning had scored normal(35.5%) in prior education, good(47.4%) in composition, good(50.8%) in guidance and good(47.2%) in contents. Third, curriculum of field learning had scored good(44.6%) in duration, good(46.1%) in numbers, good(51.3%) in convenience and normal(38.1%) in means of transportation. Forth, needs of field learning had scored good(46.6%) in field learning of practicum, good(48.2%) in field learning of theory subject, 3-4 times(42.0%) in frequency of field learning and 2hours(57.3%) in a field learning hour. Conclusion: These findings suggest that college student's thinking of field experience learning is positive. Field experience learning provided that college students have directly an opportunity of gaining valuable experience to feel the field.

• PNF and Movement
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• 제17권2호
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• pp.223-236
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• 2019

Purpose: This research was to develop a module for problem-based learning(PBL) and to enhance the problem-solving abilities of physical therapy students in a neurological physical therapy course and to evaluate the effects of the module using quantitative and qualitative data. Methods: The PBL module was applied to 55 third-year physical therapy students who participated in a neurological physical therapy course at S university in Seoul. Anonymous self-report questionnaires and reflection journals were collected, and the data were analyzed. Results: The results of the analysis showed that the academic achievements of the students who participated in the first PBL class improved compared to the academic achievements of the students who had participated in the same class in the previous semester. Second, the students who participated in the PBL class evaluated the PBL as a very effective learning method for developing clinical practical ability. Third, the students of the PBL class showed increased cooperation and communication abilities between team members. Conclusion: The results of this study indicated that, if PBL class case studies and various types of teaching and learning methods appropriate for theoretical and practical fields are continuously studied, then it is expected that teaching models will be developed that can develop flexibility and creativity among preliminary physical therapists in a rapidly changing medical environment.

• 대한물리치료과학회지
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• 제29권4호
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• pp.54-64
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• 2022

Background: This study aims to investigate the perception and actual situation of online classes of college physical therapy students after COVID-19. In addition, it is necessary to conduct a fact-finding survey on how physical therapy students who have experienced online classes think about the online class method, what are the overall problems, and to what extent they are satisfied. Methods: The subjects of this study were 102 students in the 3rd year of physical therapy at University A, and the survey period was from June 10 to June 23, 2020, and the perception and use of online classes and self-regulated learning ability were investigated. Design: Cross-section study. Results: The perception of online lectures, it was found that the perception of online classes after actual online classes was better than the perceptions before watching (utilization), and satisfaction with online classes was generally high. There was a significant difference according to the grades in self regulated learning. The data values measured in this study were analyzed using SPSS (Statistical Package for Social Science) Windows version 12.0 statistical program. Conclusion: These results suggest that in future research, it is necessary to study the perceptions and actual conditions of each class compared to online classes and face-to-face classes.

• 대한간호학회지
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• 제30권2호
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• pp.514-526
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• 2000

The active treatment phase in preparation for bone marrow transplantation(BMT) of che- motherapy regimen and total body irradiation (TBI) containing regimen requires considerable teaching. There have been researches that are related to treatment onto BMT patients and to psychological change during BMT process. However, it was hard to find researches focused on learning needs of patients undergoing BMT. The purpose of this study was to provide the basic data for effective educational program about BMT by investigating the learning needs in patients undergoing BMT. The subjects consisted of 90 BMT patients have been admitted to the department of BMT at three university hospitals. Data were obtained from October 1998 to March 1999 and analyzed by SAS program for unpaired t-test, ANOVA, Duncan test. The results were as follows : 1. Learning needs related to demographic characteristics was identified as below. That of male was higher than that of female. That of under age 29, unmarried, religious and university graduated group was higher than that of opposite group but it didn't show significant difference. Learning needs of group of patients who were employed was significantly higher then that of unemployed patients. 2. According to types of diagnosis, learning needs of myelodysplastic syndrome(MDS) patients was the higher than that of others, but admission frequency was the least. Learning needs of unrelated matched BMT(UBMT) patients was higher than that of autologous BMT patients. However, it didn't show significant difference. With regard to learning needs according to process of BMT, learning needs of Pre- BMT period or Post-BMT period was significantly higher than that of BMT day. 3. Learning needs related to BMT was relatively high (total mean: 3.11 of 4.0). The order of the mean score of leaning needs was shown as follows : Restricted activities after discharge, Relapse symptom, Complications of BMT, Kinds of available drugs at home. Therefore the learning needs that is related to life after discharge and to relapse and complications after BMT was high. 4. Learning needs related to radiation therapy was high (total mean: 3.35 of 4.0). The learning needs in radiation therapy items was the Skin care of radiation therapy and Purpose of radiation therapy. 5. Learning needs related to graft versus host disease(GVHD) therapy was high (total mean: 3.55 of 4.0). The highest learning needs in GVHD therapy items was the Preventive method GVHD. less admission frequency and UBMT patients. It is necessary that education for BMT patients should be focused on life after discharge and on relapse and complications after BMT. Especially education for allogeneic BMT patients should be emphasized on GVHD. For all of these, it is necessary to develop systematic and concrete educational program.

• 한국전문물리치료학회지
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• 제10권2호
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• pp.85-98
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• 2003

The purpose of this study was to investigate the changes of the activities of daily living (ADL) by the motor learning program for upper extremity in stroke patients. The subjects were sixty-two members who were treated at the department of occupational therapy. The ADL were measured with Functional Independence Measure (FIM). The result's were as fol1ows; 1. The ability to perform daily activities after treatment was significantly increased independent of age, gender, cause, affected side and speech disability (p<.01). The differences between the pre-treatment and the post-treatment was no significant correlation to sex, cause, affected side and duration of treatment, but the speech disability was significant. Therefore the pre-treatment scores and post-treatment scores were significantly different. 2. The variation of the pre-treatment and the post-treatment in the detail item to the performance of daily life of the stroke patients through the upper extremity motor learning program was significantly increased in self-care, sphincter control, locomotion, mobility, communication and social cognition (p<.01) Consequently, The motor learning program for upper extremity significantly improved the performance level of all ADL areas in stroke patients.