Relationship among Study Strategies, Course Grades, and Success on the Taiwanese National Physical Therapy Examination

10.6145/jme201501

Yi-Liang Kuo

study strategy ； course grade ； license examination ； physical therapy education

Journal of Medical Education

19卷1期（2015 / 03 / 01）

1 - 10

英文

Background: The low pass rate on the Taiwanese National Physical Therapy Examination (NPTE) has caused concern for faculty and students. The aims of this study were to determine 1) differences in study strategies and course grades between students who graduated and passed the Taiwanese NPTE and those who did not, and 2) whether study strategies and course grades predict passing the Taiwanese NPTE. Method: Thirty-eight undergraduate physical therapy students from a university were studied. Students who graduated as scheduled and passed the license examination on the first attempt were assigned to the success group (n = 17), and the other students were assigned to the failure group (n = 21). The Taiwanese version of the Learning and Study Strategies Inventory (LASSI) was used to assess study strategies. Results: Students in the success group scored significantly higher on 6 of the 11 LASSI subtests, Attitude, Motivation, Anxiety, Concentration, Selecting Main Ideas, and Test Strategies, than those in the failure group. Logistic analysis found that the LASSI factor of Effort-Related Activities was an independent predictor of success on the license examination. Conclusion: This study suggests a relationship among study strategies, course grades, and success on the Taiwanese NPTE. To increase students' pass rate on license examinations, physical therapy educators in Taiwan should help students enhance their effort-related study strategies and implement remedial teaching.

1. Wei, HM,Huang, CJ(2009).The study of learning strategies and academic achievements of freshmen at university.Kaohsiung Normal Univ J,26,1-27.
   連結：
2. Overview of the LASSI. Accessed October 20th, 2014. Available at: [http://www.hhpublishing.com/_assessments/LASSI/index.html]
3. Boekaers, M(ed.),Pintrich, PR(ed.),Zeider, M(ed.)(2000).Handbook of Self-Regulation.San Diego:Academic Press.
4. Cano, F(2006).An in-depth analysis of the Learning and Study Strategies Inventory (LASSI).Educ Psychol Meas,66,1023-38.
5. Chen, WW,Ho, HZ(2012).The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety.Inter J Psychol,47,315-24.
6. Cunningham, KA,Percuoco, RE,Marchiori, DM(2006).A preliminary analysis of preparation strategies and other correlates to performance on a basic science qualifying exam in chiropractic.J Allied Health,35,e59-72.
7. Dockter, M(2001).An analysis of physical therapy preadmission factors on academic success and success on the National Licensing Examination.J Phys Ther Educ,15,60-4.
8. Frischenschlager, O,Haidinger, G,Mitterauer, L(2005).Factors associated with academic success at Vienna Medical School: prospective survey.Croat Med J,46,58-65.
9. Hong, BL(1992).The revision of learning and study strategies inventory for college students in Taiwan.Wenzao J,6,173-209.
10. Kosmahl, EM(2005).Factors related to physical therapist license examination scores.J Phys Ther Educ,19,52-6.
11. Lobb, WB,Wilkin, NE,McCaffrey III, DJ(2006).The predictive utility of nontraditional test scores for first-year pharmacy student academic performance.Am J Pharm Educ,70,128.
12. Mau, WC(1997).Parental influences on the high school students' academic achievement: a comparison of Asian immigrants, Asian Americans, and White Americans.Psychol Sch,34,267-77.
13. Olaussen, BS,Bråten, I(1998).Identifying latent variables measured by the Learning and Study Strategies Inventory (LASSI) in Norwegian college students.J Exp Educ,67,82-96.
14. Pringle, RK,Lee, J(1998).The use of Learning and Study Strategies Inventory (LASSI) as a predictor for success or failure on part 1 of the National Board of Chiropractic Examiners Test.J Manipulative Physiol Ther,21,164-6.
15. Riddle, DL,Utzman, RR,Jewell, DV(2009).Academic difficulty and program-level variables predict performance on the National Physical Therapy Examination for Licensure: a populationbased cohort study.Phys Ther,89,1182-91.
16. Schutz, CM,Dalton, L,Tepe, RE(2013).Learning and Study Strategies Inventory subtests and factors as predictors of National Board of Chiropractic Examiners Part 1 examination performance.J Chiropr Educ,27,5-10.
17. Silver, B,Hodgson, CS(1997).Evaluating GPAs and MCAT scores as predictors of NBME I and clerkship performances based on students' data from one undergraduate institution.Acad Med,72,394-6.
18. Thieman, TJ,Weddle, ML,Moore, MA(2003).Predicting academic, clinical, and licensure examination performance in a professional (entry-level) master's degree program in physical therapy.J Phys Ther Educ,17,32-7.
19. Utzman, RR,Riddle, DL,Jewell, DV(2007).Use of demographic and quantitative admissions data to predict performance on the National Physical Therapy Examination.Phys Ther,87,1181-93.
20. Vendrely, AM(2007).An investigation of the relationships among academic performance, clinical performance, critical thinking, and success on the physical therapy licensure examination.J Allied Health,36,e108-23.
21. Weinstein, CE,Schulte, A,Palmer, DR(1987).The Learning and Study Stretegies Inventory.Clearwater:H & H Publishing.
22. West, C,Sadoski, M(2011).Do study strategies predict academic performance in medical school?.Med Educ,45,696-703.
23. Yip, MCW(2007).Differences in learning and study strategies between high and low achieving university students: a Hong Kong study.Educ Psychol,27,597-606.