While many university health science programs include physics courses to raise knowledge and understanding of physical science concepts, they are still far from addressing the needs of that science health profession. This study aimed to investigate the effect of an introductory physics course on first-year physiotherapy and rehabilitation (PR) students’ conceptual understanding of simple electric circuits. The study participants were students enrolled in the Physics II course. Eighty-two students registered for the course. Sixty students (73%) took the pretest, and 67 (81%) completed the posttest. 53 students (64%) took the pretest and posttest. This study adopts an exploratory research methodology that includes a one-group pretest-posttest design. The Simple Electric Circuits Diagnostic Test (SECDT) was used to assess students’ conceptual understanding. The prevalence of misconceptions was relatively low (before and after instruction), and very few students developed sound conceptual understanding after instruction. The local reasoning model was the most frequent misconception PR students held. After instruction, students’ overall confidence in their SECDT responses increased significantly. Interestingly, when the students were grouped into three achievement groups, the medium-achievement group fell into more misconceptions as their achievement increased compared to low- and high-achievement groups. These findings suggested that students’ low SECDT scores were due to a lack of knowledge rather than misconceptions.

虽然许多大学健康科学项目包括物理课程，以提高对物理科学概念的知识和理解，但它们仍然远远不能满足科学健康专业的需求。本研究旨在调查物理入门课程对一年级物理治疗和康复（PR）学生对简单电路概念理解的影响。研究参与者是参加物理 II 课程的学生。八十二名学生注册了该课程。 60 名学生（73%）参加了预测，67 名学生（81%）完成了后测。 53 名学生（64%）参加了前测和后测。本研究采用探索性研究方法，包括一组前测后测设计。简单电路诊断测试（SECDT）用于评估学生的概念理解。错误概念的发生率相对较低（教学前后），并且很少有学生在教学后形成良好的概念理解。局部推理模型是公关学生最常见的误解。经过指导后，学生对 SECDT 回答的整体信心显着增加。有趣的是，当学生被分为三个成绩组时，与低成绩组和高成绩组相比，中等成绩组随着成绩的提高而陷入更多的误解。这些发现表明，学生 SECDT 分数较低是由于缺乏知识而不是误解。