Jun Yoshino
| Faculty of Health and Medical Science,Department of Physical Therapy | Associate Professor |
| Graduate School of Health Sciences,Doctoral Program in Health Sciences | Associate Professor |
| Graduate School of Health Sciences,Master's and Doctoral Programs in Physical Therapy | Associate Professor |
| Graduate School of Information Sciences,Major of Information Sciences | Associate Professor |
Last Updated :2025/11/16
■Researcher basic information
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Career
Educational Background
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■Research activity information
Paper
- 東京都の公的機関における介護予防体操の継続に影響を与える要因に関する研究－参加者に対するインタビューによる質的研究－
Oct. 2025, [Reviewed] - Analysis of Discussion in a Case Study Meeting for Physical Therapists Based on the Argument Model:: Toward the Development of an Assessment Scale for Clinical Reasoning Skills
YOSHIZAWA Yuki; KAWAKAMI Chihiro; YOSHINO Jun; KIMURA Daisuke; SAIKI Takuya
Physical Therapy Japan, Feb. 2025, [Reviewed]
Objective: Clinical reasoning skills are one of the most critical competencies that physical therapists must acquire; however, they are challenging to assess. We aimed to identify the assessment items to understand clinical reasoning issues and propose solutions.
Methods: Conversations during case study meetings were recorded and transcribed verbatim. The data were analyzed using the content analysis method and classified according to Six-step and Toulmin’s argument model.
Results: The data were classified into 7 categories and 45 subcategories. All items indicated in the Six -step were extracted. Items not included in the model, such as those related to the environment setting, probability of the claim, and exception conditions in which the claim does not apply, were newly extracted and classified based on the Toulmin's model.
Conclusion: Physical therapy case study meetings consist of items used to assess the validity of clinical reasoning. Based on these findings, we plan to develop an assessment scale of clinical reasoning skills. - Exploring Physical Therapy Student Perceptions of Collaborative Learning in Synchronous Online Settings
Jun YOSHINO; Rintaro IMAFUKU; Kaho HAYAKAWA; Yoshihito TAJIMA; Takuya SAIKI
Rigakuryoho Kagaku, Aug. 2024, [Reviewed] - 身体障害領域における作業療法士の職業的アイデンティテ ィ形成に影響を与えるプロセス分析-複線径路等至性モデル(TEM)を用いた分析-
Oct. 2022, [Reviewed] - The need for researching the utility of R2C2 model in Cross-Cultural and Cross-Disciplinary settings
Tomoko Miyoshi; Fumiko Okazaki; Jun Yoshino; Satoru Yoshida; Hiraku Funakoshi; Takayuki Oto; Takuya Saiki
The Asia Pacific Scholar, Sep. 2022, [Reviewed] - 理学療法士養成教育における卒前教育の在り方 －臨床実習指導者の指導観調査から－
Mar. 2022, [Reviewed] - Designing a Program for Learning Health Professions Education
西城卓也; 岡崎史子; 大戸敬之; 舩越拓; 三好智子; 吉田暁; 芳野純; 廣内大輔
医学教育, Dec. 2021, [Reviewed] - Study of the Levels and Secular Changes of Clinical Competencies of Physical Therapists
YOSHINO Jun
Rigakuryoho Kagaku, Oct. 2021, [Reviewed][Purpose] The purpose of this study was to clarify physical therapists' levels of competencies and their changes over time. [Participants and Methods] The participants of the research were 38 physical therapists who belonged to 7 medical facilities and had passed the National Physical Therapist Examination in 2013. The research was conducted using CEPT, and it assessed how physical therapists' competencies changed during the first 3 years after they acquired their qualification. [Results] There was a significant difference in the total score of CEPT, especially immediately after obtaining the qualification and after 1-3 years of experience. From the early stage of the years of experience, there were items that scored high and items that increased with experience. The characteristics of the change of the score of each item were classified into three types. [Conclusion] The level of physical therapists' competencies varied depending on the content. Also, it was found that there are features that improve at a relatively early stage and there are characteristics that improve with some experience.
- 訪問療法士のOn the Job Trainingにおける到達目標の作成 (特集 第14回 日本訪問リハビリテーション協会学術大会inにいがた 優秀演題報告)
Jun. 2020 - Development of On-the-job Training Goals for Visiting Therapists
MUROTA Yumiko; OOHASHI Mitsuhiro; YOSHINO Jun
Rigakuryoho Kagaku, Oct. 2019, [Reviewed][Purpose] To develop sufficiently reliable and valid OJT goals for visiting therapists to become able to make home visits independently. [Participants and Methods] Professionals with experience of supervising visiting therapists were interviewed by content analysis of their statements. [Results] A total of 756 recording units were obtained, which were classified into 50 sub-categories (goals) and 15 categories. A high rate of agreement with a third person, confirming sufficient reliability, was achieved. Compared with that for hospital therapists and visiting nurses, OJT in the present study covered all categories, and maintained sufficient content validity. [Conclusion] The results clarified OJT goals with sufficient reliability and validity for visiting therapists, and supported their applicability for the evaluation of these therapists. Among the OJT goals, environmental arrangements, participation in activities, and multi-professional collaboration were shown to be preferentially achieved.
- 理学療法士の臨床能力の難易度と経験年数間の差に関する縦断研究
Apr. 2017 - 医療専門職養成課程の違いによる臨床実習と卒後教育に関する研究
Mar. 2017 - 客観的臨床能力試験および知識試験と臨床実習判定との関連についての研究
Mar. 2016, [Reviewed] - The Reliability and Validity of the Clinical Competence Evaluation Scale in Physical Therapy
Yoshino Jun; Usuda Shigeru
Journal of Physical Therapy Science, Dec. 2013, [Reviewed]
[Purpose] To examine the internal consistency, criterion-related validity, factorial validity, and content validity of the Clinical Competence Evaluation Scale in Physical Therapy (CEPT). [Subjects] The subjects were 278 novice physical therapy trainees and 119 tutors from 21 medical facilities. [Methods] The trainees self-evaluated their clinical competences and the tutors evaluated trainee competences using the CEPT. Overall trainee autonomy was evaluated using a visual analog scale (VAS) for self-evaluation and the trainees were also evaluated by their tutors. The content validity of the CEPT was examined by asking if the CEPT could evaluate the competence of novice physical therapists on a four-point scale. [Results] Cronbach's alpha of the CEPT was 0.96 for the trainees and 0.97 for the tutors. The correlation coefficient between the total score of the CEPT and whole competence by VAS was 0.83 for the trainees and 0.87 for the tutors. Factor analysis identified two factors, "the specialty of the physical therapist" and "the essential competence of a health professional". Ninety percent or more of the trainees and the tutors answered that the CEPT could sufficiently evaluate the competence of novice physical therapists. [Conclusion] The CEPT is a reliable and valid scale for clinical competence evaluation of novice physical therapists. - Development and Reliability of a Clinical Competence Evaluation Scale in Physical Therapy
YOSHINO JUN; USUDA SHIGERU
20 Dec. 2012, [Reviewed] - Examination of Factors Related to Trunk Movement Patterns in Rolling Over in Sleep Focusing on Lower Limb Strength, Physical Characteristics, Trunk Function and Balance Function
ARAI SUMIYO; YOSHINO JUN; MIYAZAWA MITURU; MARUYAMA HITOSHI
20 Dec. 2011, [Reviewed] - 臨床実習に必要とされる能力の、指導者・学生間の認識の相違に関する研究
Mar. 2011, [Reviewed] - Qualitative Study of the Primary Goals of Continuing Education in Physical Therapy
YOSHINO Jun; FUTAWATARI Tamae; OTANI Ken; USUDA Shigeru
Physical Therapy Japan, Oct. 2010, [Reviewed]
Purpose: This study aimed to clarify what newly-licensed physical therapists are capable of performing without supervision by senior therapists. [Does this revision reflect your intended meaning?]
Methods: Interviews were conducted on fifteen physical therapists who had experience in staff training. During the interviews, participants were asked such questions as "In your opinion, what capabilities do therapists require in order for them to work without supervisions by senior therapists?" Their responses were analyzed by content analysis.
Results: The interview results were divided into seven main categories and 50 subcategories. The seven main categories comprised "enhanced knowledge in clinical rehabilitation and physical therapy," "ability to perform sound clinical reasoning," "therapeutic skills," "communication skills," "social manners and conscience," "ability to improve oneself" and "self discipline."
Conclusion: The present results indicate that newly-licensed physical therapists are expected to acquire a broad range of abilities in the workplace before they begin treating patients independently. The seven categories, which conform to the three fundamental areas of educational target taxonomy, illustrate the key professional capabilities that physical therapists must develop during the early years of their career. - 体験実習が学生の性格特性に及ぼす影響
Mar. 2010, [Reviewed] - Current State of Physical Therapist Continuing Education in Medical Facilities
YOSHINO JUN; USUDA SHIGERU
Rigakuryoho kagaku, 20 Feb. 2010, [Reviewed]
[Purpose] We investigated how continuing education was conducted in medical facilities for qualified as physical therapists (PT), and clarified the problems and future issues. [Subjects and Methods] We sent a questionnaire about continuing education to 300 medical facilities. The survey was answered by 113 facilities. [Results] In more than 70% of facilities newcomers were taught by an instructor, and about half of the facilities implemented educational projects. However, the facilities that had a rating sheet and a standard for appointing an instructor were few. [Conclusion] We infer from the results that the continuing education of PT is performed based on the experience of each instructor. We think that PT need a goal and guideline for their education. - Changes in Activities of Daily Living after Discharge from a Convalescence Rehabilitation Ward
YOSHINO JUN; SASAKI YUUSUKE; USUDA SHIGERU
Rigakuryoho Kagaku, 20 Aug. 2008, [Reviewed]
[Purpose] The purpose of this study was to elucidate the characteristics of changes in Activities of Daily Living (ADL) of patients discharged from a convalescence rehabilitation ward, and to clarify the factors influencing them. [Subjects] The subjects were 117 patients who were discharged from a convalescence rehabilitation ward to their homes. [Methods] We examined Functional Independence Measure (FIM) items at the time of discharge and one month later, and statistically analyzed the factors thought to be influencing ADL. [Results] Compared with the time of discharge, the FIM locomotion scores were significantly lower at 1 month after discharge. Among the other item scores, self-care had significantly decreased and sphincter control had significantly increased. Those with FIM locomotion scores of between 50-69 and those using out-patient/day-care services had significantly decreased ADL. [Conclusion] Patients discharged from convalescence rehabilitation wards are at high risk of reduced ADL at 1 month after discharge, and there is a need to prevent this reduction.
MISC
- 理学療法教育領域で活かす質的研究の方法とその魅力
Oct. 2023 - 新人教育の目標 (特集 新人教育)
May 2010
Books and other publications
Lectures, oral presentations, etc.
- 学習者・指導者・組織が共に創り上げ、成長する職員教育
Sep. 2025 - 学習者のアイデンティティを形成する医学教育の新たなステージへ
Jul. 2025 - リハビリテーション教育におけるOSCEの課題解決を探る～OSCE実践 私⽴⼤学の場合～
Aug. 2024 - 多様な医療者としての「らしさ」を育む：プロフェッショナル・アイデンティティの形成について考えよう
Aug. 2024 - 魅力的な研修会を実施するための教育設計 ～インストラクショナルデザインに基づいた研修会とは～
Jun. 2024 - コンピテンシーに基づく連続性のある教育の重要性
Jan. 2024 - 教育理論に基づいた，指導方法と卒後教育システム
Dec. 2023 - 振り返りの光と影：影は学習者か、指導者か。R2C2モデルは光となるのか
Jul. 2023 - 理学療法教育研究の活性化 ～教育・学習のプロセスを明らかにする質的研究～
06 Nov. 2022 - 理学療法学生のオンライン協働学習における学びの認識に関する探索的研究
06 Aug. 2022 - 道順障害を呈した症例に対する訪問リハビリテーションの検討～通院経路確認目的の外出練習の効果～
Jun. 2022 - 理学療法士養成教育における卒前教育の在り方−臨床実習指導者の指導観調査から−
Dec. 2021 - 卒後教育と実践例 コンピテンシー基盤型教育による理学療法士の卒後教育システム
Oct. 2021 - 訪問療法士のOn the Job Trainingにおける到達目標の作成
Jun. 2019 - A Study on the Effect of Interprofessional Education in Entry-Level Education
Yoshino J; Shimooka T
The World Confederation for Physical Therapy Congress2019 Geneva, May 2019 - 本学健康メディカル学部における多職種連携論の紹介とその効果
Dec. 2018 - 理学療法士の臨床能力の難易度と経験年数間の差に関する縦断研究
Apr. 2017 - 医療専門職の違いによる臨床実習の方法に関する研究
Oct. 2016 - 東京都理学療法士協会区西北部ブロックにおける研究ワークショップについての紹介
Jun. 2016 - 客観的臨床能力試験および知識試験と臨床実習判定との関連についての研究
Aug. 2015 - 回復期段階の患者に対する訪問リハビリテーションの効果
May 2015 - 理学療法士の臨床能力の難易度と経験年数間の差に関する横断研究
May 2013 - バズ・セッションを用いた症例検討の有効性
Jun. 2012 - 専門科目におけるディベートによる授業
Jun. 2012 - しゃがみ姿勢からの立ち上がりにて仙腸関節の関連痛を来した腰椎すべり症の1例
Apr. 2012 - 「理学療法における臨床能力評価尺度」の信頼性と妥当性の検討
Apr. 2012 - 「理学療法における臨床能力評価」の開発と信頼性の検討
Apr. 2011 - 寝返り動作の体幹パターンに関連する因子の検討 下肢での床押し、身体特性、体幹機能、バランス機能に着目して
Apr. 2011 - 臨床実習に必要とされる能力の指導者・学生間の認識の相違に関する研究
Aug. 2010 - 多施設間共同研究による入院脳卒中患者に対する理学療法内容と影響因子の検討
Mar. 2010 - 安静による廃用症候群に対する訪問リハビリテーションの効果
Oct. 2009 - 資格取得後の理学療法士の到達目標 指導経験者に対するインタビューによる質的研究
Mar. 2009 - 高齢者の廃用症候群に対する訪問リハビリテーションの効果
Mar. 2009 - 訪問リハビリテーションにおける1.5m歩行時間測定の信頼性
Nov. 2008 - 理学療法士継続教育の現状と獲得目標
Apr. 2008 - 個別リハビリ重視の通所リハに向けての取り組み ～利用者アンケートを通して～
Oct. 2007 - 回復期リハビリテーション病棟退院後のADLの変化（第２報）～自立への積極度を中心とした、複数因子との比較～
Oct. 2006 - 回復期リハビリテーション病棟退院後のADLの変化－退院１ヵ月後FIMと比較して－
Oct. 2005 - リハ病棟におけるFIMの活用
Mar. 2003
Research Themes
- 歯学生のプロフェッショナルアイデンティティ形成の実態と影響因子の解明
01 Apr. 2024 - 31 Mar. 2027
■University education and qualification information
