Comparison of Physical Therapy Students' General Self-Efficacy Scale Results Before and After the Implementation of E-Learning

[Purpose] We investigated the effectiveness of e-learning by measuring the self-efficacy of physical therapy students before and after the implementation of e-learning. We also created a scale of self-efficacy effects and looked for factors influencing students' self-efficacy. [Subjects] The subjects were thirty-three 2nd-year students at a 4-year physical therapy vocational college. [Methods] An e-learning course complementing normal face-to-face classes was implemented for 6 weeks. We measured students' self-efficacy using Sherer's Generalized Self-Efficacy Scale (GSES) before and after the e-learning implementation and compared the results. We also made measurements using our original `e-learning self-efficacy effects scale' after the e-learning and looked for factors influencing e-learning. [Results] After the implementation of the e-learning, GSES scores of 23 students increased, 2 remained the same, and 8 decreased. Also, regarding the self-efficacy scale, among Bandura's four factors affecting self-efficacy, `verbal persuasion' showed the lowest value, and for the group showing reduced GSES scores, `vicarious learning' had not taken place. [Conclusion] In raising students' self-efficacy, in addition to e-learning, encouraging students and methods which confer practical experience such as mock clinical experience are effective.