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

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.