地域課題解決型授業の教育効果—CBRプロジェクト前後比較での検討

Educational effects of a class that solves community issues: A comparison before and after the CBR project

要旨：本報告は，多職種連携・地域課題解決型授業である「CBRプロジェクト」を紹介すると共に，授業に参加した学生の変化を予備的に検討することを目的とした．CBRプロジェクトに参加した作業療法，および理学療法学生22名を対象として，授業実施前後の課題価値，職業的アイデンティティ，自己効力感，チームプロセスを比較した．その結果，課題価値の総得点，および下位因子の興味獲得価値，私的獲得価値，職業的アイデンティティ下位因子の必要とされることへの自負，チームプロセス尺度の総得点，および下位因子の相互援助，相互調整，活動の分析といった項目で有意差を認めた．作業療法教育にてCBR概念を導入した学外実習を行うことの有効性が示唆された．

　The purpose of this report is to introduce the “CBR project” which is a multi-professional coordination/regional problem solving class and to examine the change of students who participated in a preliminary class. We compared the task values, occupational identities, self-efficacy, and team processes of 22 occupational therapy and physiotherapy students who participated in the CBR project before and after the project. The results showed significant differences in the total task value and sub-factors, such as the acquired interest and private acquired values, the occupational identity sub-factor's pride in being needed, the total team process scale score, and the sub-factors' analysis of mutual assistance, mutual coordination, and activity. The study suggests the effectiveness of off-campus training incorporating the CBR concept in occupational therapy education.