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Japanese Journal of Speech, Language, and Hearing Research Volume 22, Issue 4 （December 2025）

言語聴覚研究 22巻4号（2025年12月発行）

Japanese English

原著

言語聴覚士養成課程の学生におけるOSCE・臨床実習を通しての自己効力感の変化 Changes in self-efficacy among students in speech-language-hearing therapy through their objective structured clinical examination (OSCE) experience and clinical training 池嵜寛人 ¹ , 松原慶吾 ¹ , 宮本恵美 ¹ , 畑添涼 ¹ , 平江満充帆 ¹ , 水本豪 ² Hiroto Ikezaki ¹ , Keigo Matsubara ¹ , Megumi Miyamoto ¹ , Ryo Hatazoe ¹ , Mamiho Hirae ¹ , Go Mizumoto ² ¹熊本保健科学大学保健科学部リハビリテーション学科言語聴覚学専攻 ²熊本保健科学大学保健科学部共通教育センター ¹Division of Speech-Language-Hearing Therapy, Department of Rehabilitation, Faculty of Health Sciences, Kumamoto Health Science University ²Center for General Education, Faculty of Health Sciences, Kumamoto Health Science University キーワード：言語聴覚士養成課程の学生 , 自己効力感 , 言語聴覚士自己効力感尺度 , 客観的臨床能力試験 , OSCE , 臨床実習 , speech-language-hearing therapy students , self-efficacy , speech-language-hearing therapist self-efficacy scale , objective structured clinical examination , clinical training Keyword: 言語聴覚士養成課程の学生 , 自己効力感 , 言語聴覚士自己効力感尺度 , 客観的臨床能力試験 , OSCE , 臨床実習 , speech-language-hearing therapy students , self-efficacy , speech-language-hearing therapist self-efficacy scale , objective structured clinical examination , clinical training pp.456-468

発行日 2025年12月15日 Published Date 2025/12/15

DOI https://doi.org/10.11477/mf.134958280220040456

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目的：言語聴覚士（以下，ST）養成課程の学生が臨床実習前の客観的臨床能力試験（以下，OSCE）や臨床実習を通して，どのように自己効力感が変化しているのかを把握することを目的とする．

方法：対象はST養成課程の学生とした．1）OSCE前と2）OSCE後，3）臨床実習後の3時点において言語聴覚士自己効力感尺度（以下，ST-SES）を用いた集合調査を行い，自己効力感を評価した．分析方法は，（1）対象者の3時点における自己効力感を比較した．（2） 3時点での自己効力感とOSCEおよび臨床実習の成績との相関関係を検討した．

結果：調査票の配付数44，回収数43で，有効回答数は31であった．（1）臨床実習後のST-SES合計得点はOSCE前，OSCE後よりも高かった．（2） OSCE後のST-SESとOSCEの成績，OSCE後のST-SES・臨床実習後のST-SESと臨床実習の成績との間に正の相関を認めた．

考察：ST養成課程の学生に対して臨床実習前にOSCEを行うことで，学生はOSCEに向けた検査準備や関連学習に主体的に取り組み，STとしての自己効力感が向上すると考えられた．

　This study aimed to understand changes in the self-efficacy of students studying speech-language-hearing therapy (SLHT) by experiencing the objective structured clinical examination (OSCE) and clinical training. The subjects were 44 students in an SLHT training course. Self-efficacy was measured in a group survey using the Speech-Language-Hearing Therapist Self-Efficacy Scale (ST-SES) before OSCE, after OSCE, and after clinical training. We first compared the subjects' self-efficacy at these three time points and then examined the correlations between OSCE and clinical training performance and self-efficacy. Data from 31 students were analyzed (response rate : 97.7%, valid response rate : 72.1%). The results indicated that the ST-SES total score was higher after clinical training compared with pre-and post OSCE. Significant positive correlations were found between OSCE performance and post-OSCE ST-SES, between clinical training performance and post-OSCE ST-SES, and between clinical training performance and post-clinical training ST-SES. These findings indicate that conducting OSCE before clinical training encouraged students to engage proactively in preparation and related learning, which led to the improvement of their self-efficacy as speech-language-hearing therapists.