臨床実習における作業療法学生の高次脳機能障害に対する理解・実践能力の自己評価

Occupational therapy students' self-evaluated proficiency in understanding and managing higher brain dysfunction during clinical practice

要旨：本研究は，作業療法学生の臨床実習における高次脳機能障害の理解度と実践能力の自己評価の変化を把握するため，実習前後で同一の学生にアンケート調査を実施した．その結果，多くの学生は臨床で対応頻度が高いとされる症状を有する対象者を実習で経験したと答えた．また，学生は実習を経験することで，高次脳機能障害の説明や対処における全般的な自己評価に変化がみられた．特に，実習で症状への対応を経験したと答えた学生は，経験がないと答えた学生と比較して，有意に理解度と実践能力の自己評価が高い傾向がみられた．したがって，臨床実習は学生の高次脳機能障害の各症状に対する実践能力の向上に直接的につながっていることが示唆された.

　This study investigated shifts in occupational therapy students' self-evaluation regarding their understanding and practice abilities related to higher brain dysfunction during clinical practice. The results indicated that students mainly experienced symptoms commonly addressed in clinical practice. Additionally, the overall self-evaluations of students in describing and coping with higher brain dysfunction evolved throughout their clinical practice exposure. Especially, students who experienced symptoms during their clinical experiences exhibited significantly higher self-evaluated understanding and practice abilities compared to those who never experienced such symptoms. Therefore, these results underscore the direct association with the improvement of students' practical skills for symptoms of higher brain dysfunction.