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AN INVESTIGATION INTO PROBLEM-SOLVIN...

ARAND, JUDITH UTZ.

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AN INVESTIGATION INTO PROBLEM-SOLVING IN PHYSICAL THERAPY EDUCATION: PREREQUISITES AND CURRICULUM (CRITICAL THINKING, WGCTA, GRSLSS).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	AN INVESTIGATION INTO PROBLEM-SOLVING IN PHYSICAL THERAPY EDUCATION: PREREQUISITES AND CURRICULUM (CRITICAL THINKING, WGCTA, GRSLSS)./
作者:	ARAND, JUDITH UTZ.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1984,
面頁冊數:	294 p.
附註:	Source: Dissertations Abstracts International, Volume: 45-07, Section: A.
Contained By:	Dissertations Abstracts International45-07A.
標題:	Curricula. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8417225

AN INVESTIGATION INTO PROBLEM-SOLVING IN PHYSICAL THERAPY EDUCATION: PREREQUISITES AND CURRICULUM (CRITICAL THINKING, WGCTA, GRSLSS).
ARAND, JUDITH UTZ.

AN INVESTIGATION INTO PROBLEM-SOLVING IN PHYSICAL THERAPY EDUCATION: PREREQUISITES AND CURRICULUM (CRITICAL THINKING, WGCTA, GRSLSS). - Ann Arbor : ProQuest Dissertations & Theses, 1984 - 294 p.

Source: Dissertations Abstracts International, Volume: 45-07, Section: A.

Thesis (Ph.D.)--Loyola University Chicago, 1984.

This item must not be sold to any third party vendors.

The purposes of this study were twofold: (1) to assess problem-solving skills held by entering students in a problem-solving curriculum in physical therapy (P.T.) in order to assist in admissions policies; and (2) to determine if education within a problem-solving curricular framework improves the student's ability to problem-solve. Two phases were used to achieve these ends. In Phase I, the relationships among the problem-solving skills of entering P.T. students prior to involvement in a problem-solving curriculum, learning styles, prerequisite coursework, previously attended institution and major field of study were investigated. In Phase II, relationships among changes such as improvement in problem-solving skills and when in the curriculum the greatest change occurs, specific types of courses, and grade-point-averages (G.P.A.) were investigated. The Watson-Glaser Critical Thinking Appraisal and the Grasha-Reichmann Student Learning Style Scales were used as assessment instruments. This investigation did not offer conclusive evidence that problem-solving skills are related to prerequisite course grades, undergraduate major or course grades received while enrolled in a problem-solving curriculum. A significant relationship was seen between the variable of grade/college selectivity and changes in problem-solving skills. Neither undergraduate college major nor learning style was found to be significantly related to grades, problem-solving skills, or changes in problem-solving skills. Learning styles were significantly related to undergraduate majors. No relationship was found among improvement in problem-solving skills, enrollment in a problem-solving curriculum in P.T., course grades and G.P.A. Significant results were seen between coursework designed to improve problem-solving skills and problem-solving skills. The results of this investigation support the concept that problem-solving skills can be improved through education.Subjects--Topical Terms:

3422445
Curricula.

AN INVESTIGATION INTO PROBLEM-SOLVING IN PHYSICAL THERAPY EDUCATION: PREREQUISITES AND CURRICULUM (CRITICAL THINKING, WGCTA, GRSLSS).
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500 $a Source: Dissertations Abstracts International, Volume: 45-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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506 $a This item must not be added to any third party search indexes.
520 $a The purposes of this study were twofold: (1) to assess problem-solving skills held by entering students in a problem-solving curriculum in physical therapy (P.T.) in order to assist in admissions policies; and (2) to determine if education within a problem-solving curricular framework improves the student's ability to problem-solve. Two phases were used to achieve these ends. In Phase I, the relationships among the problem-solving skills of entering P.T. students prior to involvement in a problem-solving curriculum, learning styles, prerequisite coursework, previously attended institution and major field of study were investigated. In Phase II, relationships among changes such as improvement in problem-solving skills and when in the curriculum the greatest change occurs, specific types of courses, and grade-point-averages (G.P.A.) were investigated. The Watson-Glaser Critical Thinking Appraisal and the Grasha-Reichmann Student Learning Style Scales were used as assessment instruments. This investigation did not offer conclusive evidence that problem-solving skills are related to prerequisite course grades, undergraduate major or course grades received while enrolled in a problem-solving curriculum. A significant relationship was seen between the variable of grade/college selectivity and changes in problem-solving skills. Neither undergraduate college major nor learning style was found to be significantly related to grades, problem-solving skills, or changes in problem-solving skills. Learning styles were significantly related to undergraduate majors. No relationship was found among improvement in problem-solving skills, enrollment in a problem-solving curriculum in P.T., course grades and G.P.A. Significant results were seen between coursework designed to improve problem-solving skills and problem-solving skills. The results of this investigation support the concept that problem-solving skills can be improved through education.
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