以实习生为主讲的病例分析对康复治疗本科临床教学的影响
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摘要
目的探讨以实习生为主讲的病例分析对康复治疗本科临床教学效果的影响。方法将56名康复治疗本科实习生随机分成对照组与实验组,每组28人。对照组进行常规带教及考核;实验组在对照组基础上增加以实习生为主讲的病例分析考核。两组在实习后统一进行理论及实操考核并进行调查问卷,以评价对教学效果的影响。结果实验组的理论考试、实操考试及调查问卷评分均高于对照组的相应评分(P <0. 05)。结论以实习生为主讲的病例分析能有效提高康复治疗本科学生的临床教学效果。
Ojbective To investigate the effects of case analysis presentationed by students in the undergraduate clinical teaching of rehabilitation therapy. Methods fifty-six undergraduate students were randomly divided into experimental group( n = 28) and control group( n = 28). The control group was routinely taught and tested. On the basis of the control group,the case analysis presentationed by students was added in the experimental group. After practice,the two groups carried out unified theoretical and practical test. The test scores were used to evaluate the effect on teaching. Then a questionnaire was conducted. Results The test scores and the questionnaire results of experimental group were significantly higher than those of the control group. Conclusion case analysis presentationed by students can effectively improve the clinical teaching effect of the undergraduate students in rehabilitation therapy.
Ojbective To investigate the effects of case analysis presentationed by students in the undergraduate clinical teaching of rehabilitation therapy. Methods fifty-six undergraduate students were randomly divided into experimental group( n = 28) and control group( n = 28). The control group was routinely taught and tested. On the basis of the control group,the case analysis presentationed by students was added in the experimental group. After practice,the two groups carried out unified theoretical and practical test. The test scores were used to evaluate the effect on teaching. Then a questionnaire was conducted. Results The test scores and the questionnaire results of experimental group were significantly higher than those of the control group. Conclusion case analysis presentationed by students can effectively improve the clinical teaching effect of the undergraduate students in rehabilitation therapy.
引文
[1]励建安.中国康复医学发展的机遇与挑战[J].实用医院临床杂志,2010,7(1):1-3.
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[10]缪萍,刘浩,潘翠环.美国物理治疗专业教育的评估与认证体系[J].中国康复理论与实践,2015,21(2):245-248.
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[12]李想,洪毅,张军卫,等.结合循证的PBL法在脊髓损伤康复专业研究生临床教学中的应用[J].中国康复理论与实践,2014,20(11):1094-1097.
[13]徐琳峰,石君杰,沈晴.在康复治疗技术专业教学中渗透职业素养培养初探[J].中国康复理论与实践,2013,19(3):294-295.
[14]黄思琴,周园,褚楚,等.多元化教学模式应用于临床康复学教学的探索[J].中国中医药现代远程教育,2014,11(7):66-68.
[15]谢地,陈卉芳,亓建洪,等.台湾辅仁大学PBL课程设计及其对康复治疗学专业教学的启示[J].中国康复医学杂志,2015,30(5):494-496.
[16]张阳,伦施斯,曲波.《大学教师教学效果评价问卷》在医学院校教学效果评价中的应用[J].中华医学教育探索杂志,2014,13(5):433-436.
[2]尹瑞雪.案例教学法在大学康复教学中的应用[J].佳木斯教育学院学报,2012(6):428-431.
[3]许洪伟,姜志梅,孔祥颖,等.小组教学在康复护理教学中的应用研究[J].中国康复理论与实践,2012,18(6):599-600.
[4]刘华,张通.案例教学法在《临床康复》课程教学中的运用[J].中国康复理论与实践,2010,16(9):897-898.
[5]游小苇.案例教学、合作学习法在大专临床康复学课程中的应用[J].中国康复医学杂志,2016(4):465-466.
[6]罗丽娟,叶正茂,潘翠环,等.康复治疗专业实习生“自主式学习”教学方法的应用探讨[J].西北医学教育,2012,20(2):391-394.
[7] GUPTA K,ARORA S,KAUSHAL S. Modified case based learning:Our experience with a new module for pharmacology undergraduate teaching[J]. Int J Appl Basic Med Res,2014,4(2):90-94.
[8]宋红艳,吴晓华,张晓玲.内科学PBL教学法中教师角色的转变[J].实用医技杂志,2007,14(19):2642-2643.
[9]程吟,成晓燕,吴柱国,等.广东医科大学康复治疗专业本科人才培养方案制定的探索[J].当代教育实践与教学研究,2016(6):228-229.
[10]缪萍,刘浩,潘翠环.美国物理治疗专业教育的评估与认证体系[J].中国康复理论与实践,2015,21(2):245-248.
[11]伍明,龙耀斌.广西医科大学本科康复治疗专业建设探讨[J].中国继续医学教育,2016,8(11):35-36.
[12]李想,洪毅,张军卫,等.结合循证的PBL法在脊髓损伤康复专业研究生临床教学中的应用[J].中国康复理论与实践,2014,20(11):1094-1097.
[13]徐琳峰,石君杰,沈晴.在康复治疗技术专业教学中渗透职业素养培养初探[J].中国康复理论与实践,2013,19(3):294-295.
[14]黄思琴,周园,褚楚,等.多元化教学模式应用于临床康复学教学的探索[J].中国中医药现代远程教育,2014,11(7):66-68.
[15]谢地,陈卉芳,亓建洪,等.台湾辅仁大学PBL课程设计及其对康复治疗学专业教学的启示[J].中国康复医学杂志,2015,30(5):494-496.
[16]张阳,伦施斯,曲波.《大学教师教学效果评价问卷》在医学院校教学效果评价中的应用[J].中华医学教育探索杂志,2014,13(5):433-436.