创新理论考核对于提升物理治疗专业学生批判性思维能力的研究
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摘要
目的:探讨创新理论考核在提升物理治疗专业学生临床思维推理能力方面的研究。方法:将我校68名2014级物理治疗专业的学生随机分为观察组与对照组各34例,所有学生均接受同一个老师教授《骨科疾病物理治疗》课程,观察组理论考核采用创新考核方法,对照组采用传统考核方法,比较2组的成绩,采用世界物理治疗师联盟(WCPT)认证的教学效果评价表(SEEQ)评价教学效果,通过批判性思维能力(中文版)测量表(CTDI-CV)对物理治疗专业学生批判性思维能力做重点评价。结果:观察组理论考核成绩与对照组无统计学差异;观察组教学效果评价单项学习、考核得分高于对照组(P<0.05);批判性思维能力测量表中寻求真相、分析能力、批判思维的自信心方面观察组均优于对照组(P<0.05)。结论:理论创新考核能够有效提高物理治疗专业学生对专业课的学习兴趣及价值感,更有利于提升物理治疗专业学生批判性思维能力。
Objective:To explore the theoretical innovation assessment in improving the critical thinking ability of physical therapy students.Methods:Sixty-eight physical therapy students of grade 2014 in Fujian University of Traditional Chinese Medicine were randomly divided into experimental group and control group,and taught by the same teacher in"Physical therapy of muscleskeletal diseases".The experimental group was given theoretical innovation assessment,and the control group was given traditional evaluation method.The theoretical assessment results were compared between two groups.The Student Evaluation of Educational Quality(SEEQ)certified by WCPT was used to evaluate the teaching effect.The critical thinking ability was evaluated by the Chinese Critical Thinking Disposition Inventory(CTDI-CV).Using SPSS software,the evaluation results were statistically analyzed.Results:There was no significant difference in theoretical assessment results between the experimental group and the control group(P>0.05).The scores of learning and examinations in the experimental group were significantly higher than those in the control group(P<0.05).In the Chinese Critical Thinking Disposition Inventory,the experimental group was superior to the control group in truth-seeking,analyticity,and self-confidence of critical thinking(P<0.05).Conclusion:The theoretical innovation assessment can effectively improve the interest and value of physiotherapy students in this courses,promote independent learning ability,and also encourage the students to think critically and analyze problems in a more systematic way.Meanwhile,it is also considered that tests requiring thinking rather than relying on memory are more suitable for subjects.The Innovative theoretical assessment is more beneficial to improve students' critical thinking ability than traditional assessment model.
Objective:To explore the theoretical innovation assessment in improving the critical thinking ability of physical therapy students.Methods:Sixty-eight physical therapy students of grade 2014 in Fujian University of Traditional Chinese Medicine were randomly divided into experimental group and control group,and taught by the same teacher in"Physical therapy of muscleskeletal diseases".The experimental group was given theoretical innovation assessment,and the control group was given traditional evaluation method.The theoretical assessment results were compared between two groups.The Student Evaluation of Educational Quality(SEEQ)certified by WCPT was used to evaluate the teaching effect.The critical thinking ability was evaluated by the Chinese Critical Thinking Disposition Inventory(CTDI-CV).Using SPSS software,the evaluation results were statistically analyzed.Results:There was no significant difference in theoretical assessment results between the experimental group and the control group(P>0.05).The scores of learning and examinations in the experimental group were significantly higher than those in the control group(P<0.05).In the Chinese Critical Thinking Disposition Inventory,the experimental group was superior to the control group in truth-seeking,analyticity,and self-confidence of critical thinking(P<0.05).Conclusion:The theoretical innovation assessment can effectively improve the interest and value of physiotherapy students in this courses,promote independent learning ability,and also encourage the students to think critically and analyze problems in a more systematic way.Meanwhile,it is also considered that tests requiring thinking rather than relying on memory are more suitable for subjects.The Innovative theoretical assessment is more beneficial to improve students' critical thinking ability than traditional assessment model.
引文
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[8]彭美慈,汪国成,陈基乐,等.评判性思维能力测量表的信效度测试研究叨.中华护理杂志2004,39(9):644-647.
[9] Facione N C,Facione P A,Sanchez C A.Critical thinking disposition as a measure of competent clinical judgment:the development of the California Critical Thinking Disposition Inventory[J].Journal of Nursing Education,1994,33(8):345-350.
[10]刘蒙.探索产学研合作培养应用型康复技术人才研究[J].教育教学论坛,2017(19):94-97.
[2] Facione N C,Facione P A.Externalizing the critical thinking in knowledge development and clinical judgment[J].Nursing Outlook,1996,44(3):129.
[3] Msn E S R,Mary Courtney R N.Critical thinking in nursing education:Literature review[J].International Journal of Nursing Practice,2002,8(2):89-98.
[4]李洪霞,赵扬,张凤仁,等.病例报告教学法在康复治疗学毕业实习中的应用初探[J].中国高等医学教育,2015(2):6-7.
[5]何俊.康复治疗技术专业实践能力的培养和教学改革创新的探究[J].中国科技纵横,2017(7):201-203.
[6]张群,林力敏.物理治疗技术实训+网络互动教学模式的研究与实践[J].卫生职业教育,2015(15):110-111.
[7]谢瑛,刘惠林.改良PBL教学方法在康复治疗学专业临床实习教学中的应用研究[J].中国康复医学杂志,2015,30(12):1272-1274.
[8]彭美慈,汪国成,陈基乐,等.评判性思维能力测量表的信效度测试研究叨.中华护理杂志2004,39(9):644-647.
[9] Facione N C,Facione P A,Sanchez C A.Critical thinking disposition as a measure of competent clinical judgment:the development of the California Critical Thinking Disposition Inventory[J].Journal of Nursing Education,1994,33(8):345-350.
[10]刘蒙.探索产学研合作培养应用型康复技术人才研究[J].教育教学论坛,2017(19):94-97.