Self-regulated learning in physical therapy education: a non-randomized experimental study comparing self-directed and instruction-based learning

摘要

BackgroundThere is a concern that traditional instruction based methods of learning do not adequately prepare students for the challenges of physical therapy practice. Self-directed learning is considered to be the most appropriate educational approach to enhance life-long learning as it enhances self-efficacy. This study compares outcomes in two educational approaches: self-directed learning (SDL), and traditional instruction based learning (IBL).