Clinical Educators’ Perceptions of Issues in Motion Analysis Education: Quantitative Text Analysis

[Purpose] To clarify the factors perceived by clinical educators (CEs) to be problematic in teaching students motion analysis in physical therapy clinical training. [Subjects and Methods] Sixty-four CEs were asked about problems in motion analysis education in a free-response questionnaire, and quan...

Full description

Saved in:
Bibliographic Details
Published inRigakuryoho Kagaku Vol. 32; no. 4; pp. 497 - 501
Main Authors YOSHIZUKA, Hisayoshi, TAMARI, Makoto, HONDA, Yuichi, MITSUTAKE, Tsubasa, EGOSHI, Syojiro, OKOBA, Ryota
Format Journal Article
LanguageJapanese
Published The Society of Physical Therapy Science 2017
Subjects
motion analysis
physical therapy education
quantitative text analysis
Online AccessGet full text

Cover

More Information
Summary:[Purpose] To clarify the factors perceived by clinical educators (CEs) to be problematic in teaching students motion analysis in physical therapy clinical training. [Subjects and Methods] Sixty-four CEs were asked about problems in motion analysis education in a free-response questionnaire, and quantitative text analysis of the responses was performed. [Results] Words characterizing factors and the results of categorizing and illustrating their co-occurrence indicated that students’ cognitive, psychomotor and emotive domains, and CEs teaching methods and teaching plans were specific issues in motor analysis education. [Conclusion] When CEs encounter problems in motor analysis education, each of the factors should be investigated, since it is important for students to be given constructive guidance.
ISSN:1341-1667
2434-2807
DOI:10.1589/rika.32.497