Self-regulated learning in physical therapy education: a non-randomized experimental study comparing self-directed...

Area of Science:

• Physical therapy education
• Medical education
• Pedagogy

Background:

• Traditional instruction may not adequately prepare physical therapy students for practice.
• Self-directed learning (SDL) is proposed to enhance lifelong learning and self-efficacy.
• This study compares SDL with traditional instruction-based learning (IBL).

Purpose of the Study:

• To compare the effectiveness of self-directed learning (SDL) versus instruction-based learning (IBL) in physical therapy education.
• To assess the impact of these educational approaches on student knowledge, performance, and self-efficacy.
• To evaluate the suitability of SDL for fostering lifelong learning in physiotherapy students.

Main Methods:

• A non-randomized experimental study comparing two groups of second-year physiotherapy students.
• Pre-post-test assessments of knowledge, physiotherapy performance, and self-efficacy.
• Analysis of study results from student information systems and online questionnaires.

Main Results:

• No significant differences were found between SDL and IBL in knowledge or performance at the end of year two.
• Self-efficacy in functioning as a physical therapist increased in both groups.
• The increase in self-efficacy was not statistically different between the SDL and IBL conditions.

Conclusions:

• Both self-directed learning and traditional instruction-based learning result in comparable study outcomes and self-efficacy.
• Further research is required to ascertain long-term outcomes relevant to lifelong learning.
• Self-directed learning presents a viable alternative to traditional instruction-based physical therapy education.