中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (1): 23-26.DOI: 10.3760/cma.j.cn115259-20220517-00634

• 教学方法 • 上一篇    下一篇

基于案例学习在儿科物理治疗学教学中的应用

邓巍巍1, 高玙1, 靳梦蝶1, 宋琰萍2, 陈楠1   

  1. 1上海交通大学医学院附属新华医院康复医学科,上海 200092;
    2上海交通大学医学院附属新华医院崇明分院康复医学科,上海 202150
  • 收稿日期:2022-05-17 出版日期:2023-01-01 发布日期:2022-12-29
  • 通讯作者: 陈楠, Email: chennanreha@126.com
  • 基金资助:
    上海交通大学医学院附属新华医院崇明分院教育教学研究项目(2021Y-jx13)

Application of case-based learning in the teaching pediatric physical therapy for postgraduates in rehabilitation

Deng Weiwei1, Gao Yu1, Jin Mengdie1, Song Yanping2, Chen Nan1   

  1. 1Department of Rehabilitation, Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai 200092, China;
    2Department of Rehabilitation, Chongming Branch of Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai 202150, China
  • Received:2022-05-17 Online:2023-01-01 Published:2022-12-29
  • Contact: Chen Nan, Email: chennanreha@126.com
  • Supported by:
    Education and Teaching Research Project, Chongming Branch of Xinhua Hospital Affiliated to Shanghai Jiaotong University School of Medicine(2021Y-jx13)

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摘要： 基于案例学习(case-based learning,CBL)通过案例促进学生与教师交流,提高学生发现问题和解决问题的能力,促进理论与实践紧密结合。本文以2021年3至6月上海体育学院2020级医学技术专业15名硕士研究生教学为例,阐述了CBL在儿科物理治疗学课程中的设计和实施,通过期末考试和满意度问卷调查评价教学效果。结果显示,学生期末理论知识和实践操作考核成绩分别为(85.23±5.35)分和(86.83±4.95)分;学生对教学模式和教学内容掌握程度的满意度评分分别为(28.47±2.26)分和(23.33±2.53)分。可见,CBL有助于提高学生儿科物理治疗学的学习效果和课程满意度,但对学生解决临床实际问题能力的影响仍需进一步探索。

关键词: 儿科, 医学生, 基于案例学习, 教学方法, 物理治疗学, 硕士研究生

Abstract: The case-based learning (CBL) promotes communication between students and teachers through cases, improves students' ability to identify and solve problems, and promotes close integration of theory and practice. This study illustrated the design and implementation of the pediatric physiotherapy course with CBL, taking the teaching of the 2020 class of medical technology master students of Shanghai University of Sport from March to June 2021 as an example, and evaluated the teaching effect through theoretical and operational performance assessments and satisfaction questionnaires. The results showed that the final theoretical knowledge and practical test scores were (85.23±5.35) and (86.83±4.95), respectively. The satisfaction scores of teaching methods and content mastery were (28.47±2.26) and (23.33±2.53), respectively. It can be seen that the CBL helps to improve the learning effect and course satisfaction, but the effects on students' ability to solve practical clinical problems are still worth further exploration.

Key words: Paediatrics, Students, Medical, Case-based learning, Teaching methods, Physiotherapy, Postgraduate students

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