中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (1): 5-9.DOI: 10.3760/cma.j.cn115259-20220529-00701

• 人才培养模式 • 上一篇    下一篇

康复治疗学专业“2+1+1”应用型人才培养模式的实践与探讨

段周瑛1, 陈文华2, 盛逸澜1   

  1. 1上海交通大学医学院附属第一人民医院康复医学科,上海 200080;
    2上海杉达学院国际医学技术学院康复治疗学系,上海 201209
  • 收稿日期:2022-05-29 出版日期:2023-01-01 发布日期:2022-12-29
  • 通讯作者: 陈文华, Email: chenwh575@126.com
  • 基金资助:
    上海市教委高校本科重点教改项目(沪教委高〔2019〕9号);上海市科委“科技创新行动计划”(20S31905600)

Exploration on the applied talent training model of ″2+1+1″ in rehabilitation therapeutics

Duan Zhouying1, Chen Wenhua2, Sheng Yilan1   

  1. 1Department of Rehabilitation Medicine of Shanghai General Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai 200080, China;
    2Rehabilitation Department of Sanda University, Shanghai 201209, China
  • Received:2022-05-29 Online:2023-01-01 Published:2022-12-29
  • Contact: Chen Wenhua, Email: chenwh575@126.com
  • Supported by:
    Key Undergraduate Education Reform Project of the Shanghai Municipal Education Commission (2019-9); ″Science and Technology Innovation Action Plan″ of the Shanghai Science and Technology Commission(20S31905600)

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摘要： 康复治疗学专业是我国康复治疗师人才的主要来源,其专业教育具有实践性强、技能要求高等特点。但目前在该专业人才培养方面仍存在毕业能力与岗位能力要求衔接性欠佳、理论教学与实践教学脱节、校院医教协同统合性不强等问题。基于此,上海杉达学院康复治疗学专业与上海市第一人民医院开展深度校院合作,建立“2+1+1”的三段式人才培养模式,构建“理实一体化”教学实践基地,并以临床为导向实施课程整合,同时深化院校共管长效机制,共建共塑双师型教师队伍,有效提升了专业建设质量与人才培养质量,缩短了从学生到康复治疗师的角色转变过程,为应用型康复治疗人才培养提供了经验与参考。

关键词: 康复, 康复治疗学, 应用型人才, 校院合作, 人才培养模式, 理实一体化

Abstract: Most rehabilitation therapists in China are graduates from the major of rehabilitation therapeutics, which focuses highly on training in skills and capacities. However, problems still exist in its overall product as well as process, such as the disconnect between the genuine and expected competency level of graduates, the dissonance between education in theory and training in practice, and discordance of medical education in schools and in hospitals. Based on this, the Rehabilitation Therapeutics program in Shanghai Sanda University cooperated with Shanghai General Hospital and developed a ″2+1+1″ system, which is a three-phase training model, based on a real integration of theory and practice as well as a set of clinically oriented course system. Meanwhile, mechanism for deepening cooperation was implemented and teacher-group in ″bi-positioning″ was set for student education. This model has effectively improved the quality of professional development and talent training, shortened the identity formation process from students to rehabilitation therapist and provided experience and reference for the cultivation of applied talents in rehabilitation therapy.

Key words: Rehabilitation, Rehabilitation therapeutics, Applied talent, University and hospital cooperation, Talent training model, Theory-practice integration

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