中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (9): 656-660.DOI: 10.3760/cma.j.cn115259-20241211-01285

• 教学方法 • 上一篇    下一篇

基于SOAP评估记录的改良Peyton教学方法在儿童发育评定教学中的应用

谈萌萌, 高玙, 朱佳晔, 邓巍巍   

  1. 上海交通大学医学院附属新华医院康复医学科,上海 200092
  • 收稿日期:2024-12-11 出版日期:2025-09-01 发布日期:2025-09-02
  • 通讯作者: 邓巍巍, Email: js-dengweiwei@163.com

Application of a modified Peyton teaching method based on SOAP assessment record in pediatric development evaluation instruction

Tan Mengmeng, Gao Yu, Zhu Jiaye, Deng Weiwei   

  1. Department of Rehabilitation, XinhuaHospital Affiliated to Shanghai Jiaotong University School of Medicine, Shanghai 200092, China
  • Received:2024-12-11 Online:2025-09-01 Published:2025-09-02
  • Contact: Deng Weiwei, Email: js-dengweiwei@163.com

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摘要： 目的 研究基于“主观—客观—评估—计划”(subjective-objective-assessment-plan,SOAP)评估记录的改良Peyton教学方法在康复治疗学专业实习生儿童发育评定教学中的应用效果。方法 采用试验对照方法。选取2023年和2024年在上海交通大学医学院附属新华医院康复医学科实习的2020级和2021级康复治疗学专业40名学生作为研究对象。将2024年20名学生设为试验组,采用改良Peyton教学方法。将2023年20名学生设为对照组,采用传统教学方法。两组学生在教学结束1周内进行理论考试和操作考试以及问卷调查,用于对2种教学方法的实施效果进行评价。数据分析采用t检验、非参数检验和 χ2检验。结果 试验组学生理论考试成绩[95(16)分]、操作考试成绩[(88.23±5.02)分]均高于对照组学生[87(11.75)分、(83.05±4.26)分],其差异均具有统计学意义(均P＜0.05)。问卷调查结果显示,试验组学生提高操作能力、临床思辨能力、沟通能力、学习趣味性和主观能动性评分均高于对照组,其差异均具有统计学意义(均P＜0.05)。结论 基于SOAP评估记录的改良Peyton教学方法有助于提高康复治疗专业学生儿童发育评定的理论知识和操作技能,提高学生实习效果。

关键词: 康复治疗学, Peyton教学方法, 实习生, SOAP评估记录, 儿童发育评定

Abstract: Objective To investigate the application effects of a modified Peyton teaching method based on SOAP assessment in the pediatric development evaluation instruction for undergraduate students in the field of rehabilitation therapy. Methods An experimental control method was employed. A total of 40 undergraduate students enrolled in 2020 and 2021interning in Department of Rehabilitation, Xinhua Hospital Affiliated to Shanghai Jiaotong University School of Medicine from 2023 to 2024 were enrolled in the study. Among them, 20 students from 2024 were assigned to the experimental group and received the modified Peyton teaching method, while 20 students from 2023 were assigned to the control group and received the traditional teaching method. Both groups were assessed with knowledge and practical exams, as well as a questionnaire survey within week after the completion of the teaching, to evaluate the effectiveness of the two teaching methods. Statistical analysis was performed using t-tests, nonparametric tests, and chi-square tests. Results Comparison of examination scores showed that the experimental group's theoretical examination scores were 95 (16) and practical examination scores were (88.23±5.02), which were both higher than the control group's knowledge examination scores of 87 (11.75) and practical scores of (83.05±4.26), with statistically significant differences (both P<0.05). The questionnaire survey results indicated that the experimental group's improvements in operational skills, clinical reasoning ability, communication skills, learning interest, and subjective initiative were all significantly higher than those of the control group, with statistically significant differences (all P<0.05). Conclusions The modified Peyton teaching method based on SOAP assessment is beneficial for improving the theoretical knowledge and practical skills of pediatric development evaluation among undergraduate students in rehabilitation therapy, enhancing the effectiveness of their internship experience.

Key words: Rehabilitation therapy, Peyton teaching method, Internship students, SOAP assessment record, Pediatric development evaluation

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