理学療法教育における自生的FD実践の検討--OSCEリフレクション法を契機として  [in Japanese] An investigation into voluntary faculty development practice in physical therapy education: with OSCE-reflection method as a turning point  [in Japanese]

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Author(s)

    • 平山 朋子 Hirayama Tomoko
    • 藍野大学医療保健学部理学療法学科 Department of Physical Therapy, Faculty of Nursing and Rehabilitation, Aino University
    • 松下 佳代 Matsushita Kayo
    • 京都大学高等教育研究開発推進センター Center for the Promotion of Excellence in Higher Education, Kyoto University

Abstract

This study examines a voluntary faculty development practice based on student learning. We prepared Objective Structured Clinical Examination (OSCE) for training physical therapy students as well as newly developed "OSCEReflection Method (OSCE-R)" into which the collaborative reflection on the process and result of OSCE was incorporated. The OSCE-R caused deeper student learning than expected, while it made the teachers realize the possibility of change of students, which motivated them to plan and implement further educational improvement. Thus, cooperative and voluntary faculty development activities were generated one after another, such as the setting up of a place where they can find and approach educational problems (OSCE-R Café), improvement of curriculum, and placement of clinical teachers enabling the cooperation between the university and hospitals. We believe that this kind of voluntary faculty development based on the assessment of student learning would be effective for faculty development at other institutions.

This study examines a voluntary faculty development practice based on student learning. We prepared Objective Structured Clinical Examination (OSCE) for training physical therapy students as well as newly developed "OSCE ReflectionMethod (OSCE-R)" into which the collaborative reflection on the process and result of OSCE was incorporated.The OSCE-R caused deeper student learning than expected, while it made the teachers realize the possibility of change of students, which motivated them to plan and implement further educational improvement. Thus, cooperative and voluntary faculty development activities were generated one after another, such as the setting up of a place where they can find and approach educational problems (OSCE-R Cafe), improvement of curriculum, and placement of clinical teachers enabling the cooperation between the university and hospitals. We believe that this kind of voluntary faculty development based on the assessment of student learning would be effective for faculty development at other institutions.

Journal

  • Kyoto University Researches in Higher Education

    Kyoto University Researches in Higher Education (15), 15-26, 2009

    Kyoto University

Codes

  • NII Article ID (NAID)
    110007492470
  • NII NACSIS-CAT ID (NCID)
    AN10487452
  • Text Lang
    JPN
  • Article Type
    departmental bulletin paper
  • Journal Type
    大学紀要
  • ISSN
    13414836
  • NDL Article ID
    10584232
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-B640
  • Data Source
    NDL  NII-ELS  IR 
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