Background: Problem-based learning (PBL) is presented as a superior teaching method compared to existing lecture-based learning. Objectives: To analyzed the effectiveness of creative problem-solving competency, class participation, and self-efficacy in physical therapy students after PBL. Design: Questionnaire design. Methods: This study involved 29 physical therapy students and analyzed changes in their creative problem-solving competency, class participation, and self-efficacy and the correlations between these measurement variables before and after PBL on the “Therapeutic Exercise & Practice” subject. Results: PBL in the musculoskeletal exercise therapy-related subject significantly improved class participation and self-efficacy (P<.05) compared to conventional lecture-based learning, but there was no significant difference in creative problem-solving competency. There was also a positive correlation between a higher level of class participation and higher self-efficacy (P<.05). Conclusions: PBL in the “Therapeutic Exercise & Practice” subject in the Department of Physical Therapy can be an effective educational strategy to increase students’ class participation and self-efficacy. Accordingly, instructors in this department should systematically construct the design of PBL curricula to improve the quality of educational content.

INTRODUCTION
SUBJECTS AND METHODS
    Subjects
    PBL process
    Measurement
    Data analysis
RESULTS
    Characteristics of subjects
    Analysis of difference and change of creative problemsolving competence
    Analysis of difference and change of class participation
    Analysis of difference and change of self-efficacy
    Correlation analysis of creative problem solvingcompetence, learning participation and self-efficacy
DISCUSSION
CONCLUSION
ACKNOWLEDGEMENT
REFERENCES

• Joongsan Wang(PT, Prof., PhD, Department of Physical Therapy, Howon University, Gunsan, Republic of Korea) Corresponding author