Background: problem-based learning (PBL) is effective in learning majors in health care colleges. Objectives: To analyzed the effectiveness of self-efficacy, academic resilience, and self-directed learning in physical therapy students after PBL. Design: Questionnaire design. Methods: 44 participated in a study using a Mandal-art chart for PBL in a first-year medical terminology class. Surveys assessing self-efficacy, academic resilience, and self-directed learning were conducted before and after the semester. The study evaluated changes in these competencies through structured questionnaires. Cronbach's α was calculated to confirm the reliability of each questionnaire scale. A paired t-test was conducted to compare pre and post PBL class levels of self-efficacy, academic resilience, and self-directed learning, and the correlations between the measurement variables were analyzed using Spearman’s rank correlation coefficient. Results: Self-efficacy, academic resilience, and self-directed increased statistically significantly after the PBL class compared to before the class. A significant positive correlation was observed between self-efficacy and academic resilience, as well as between self-efficacy and self-directed learning. Additionally, academic resilience and self-directed learning also showed a significant positive correlation. Conclusion: PBL enhances self-efficacy, resilience, and self-directed learning, which show positive correlations and interact to improve physical therapy education outcomes.

INTRODUCTION
SUBJECTS AND METHODS
    Subjects
    Experimental Procedures
    Outcome Measures
    Data and Statistical Analysis
RESULTS
    General characteristics of the subjects
    Comparison of self-efficacy according to PBL class
    Comparison of Academic resilience according to PBLclass
    Comparison of self-directed learning according to PBLclass
    Correlation analysis of self-efficacy, academicresilience, and self-directed learning
DISCUSSION
CONCLUSION
REFERENCES

• Chihwan Kim(Department of Physical Therapy, Kaya University, Gimhae, Republic of Korea) Corresponding author