臨床実習における自己効力感および学習動機の経時的変化と実習成績との関連性

Changes in self-efficacy and learning motivation in clinical training and their relationship with training results

　言語聴覚士養成校の学生を対象に，評価実習と総合実習前後の自己効力感および学習動機の経時的変化と実習段階別の成績との関連性を調査した．その結果，評価実習での経験を経て「能力を社会に活かすことができる気持ち」「外からの物質的な報酬や賞賛を意識する動機」が高まり，後者は総合実習終了後にも持続した．さらに，事前の「将来必要となる知識や技術を学び仕事に活かすという動機」の高さが総合実習と臨床実習全体の成績の高さに関連していた．本稿より得られた知見をもとに，学習者個別の動機づけ傾向を把握し，「将来必要となる知識や技術を学び仕事に活かすという動機」への転換を図ること，客観的臨床能力試験などの知識や技術を活用する経験の場とともに，自分自身を振り返る機会により自己効力感の向上を図る必要性が見いだされた．

　We investigated the changes over time in the learner's self-efficacy and learning motivation before and after clinical evaluation training and comprehensive training. We also investigated how they relate to the learner's clinical practice results. The rating for the items [feelings that can utilize their abilities in society] and [motivation to be aware of material rewards and praise from outside] improved after the evaluation training. The latter persisted until after comprehensive training. Furthermore, the higher the rating on the item [motivation to learn and apply the knowledge and skills needed in the future] was, the better the results on the comprehensive training and overall clinical training were. Based on these findings, we conclude that the following points should be emphasized during training:1) understanding and raising each learner's [motivation to learn and apply the knowledge and skills needed in the future], and 2) improving each learner's self-efficacy by using objective structured clinical examination and providing opportunities to use knowledge and skills as well as to reflect on oneself.