目的 探讨基于问题学习(problem-based leaning,PBL)联合案例式立体教学方法(case three-dimensional teaching method, CTTM)在康复治疗学专业学生实习教学中的应用效果。 方法 本研究采用试验对照方法。2020年6月至12月,选取南京医科大学康达学院2017级四年制康复治疗专业60名本科生为研究对象。采用数字表法随机分为试验组和对照组,每组各30人。试验组学生采用PBL联合CTTM,对照组学生采用传统教学方法。授课结束后,对两组学生进行理论知识、实践能力考核和问卷调查。计数资料组间比较采用χ2检验,计量资料组间采用独立样本t检验。 结果 试验组学生的理论知识考试成绩、实践能力考试成绩均高于对照组学生[(82.10±5.33)分比(73.67±7.41)分,(84.07±3.91)分比(73.50±7.20)分],其差异均具有统计学意义(均P<0.05)。调查问卷结果显示,试验组学生在提高学习兴趣、提高临床思维能力、提高讨论参与度、提高实践操作能力等方面的评分均高于对照组学生[(13.97±4.47)分比(10.60±4.06)分,(14.03±4.81)分比(10.47±4.61)分,(13.93±4.39)分比(10.10±4.99)分,(13.13±5.21)分比(9.20±3.72)分],其差异均具有统计学意义(均P<0.05)。 结论 PBL联合CTTM可以提高康复治疗学专业学生实习教学效率,提高学生临床实践操作技能和临床思维能力,弥补了传统教学方法的不足。
Jiang Xiaocui
,
Liu Zhen
,
Lu Fei
,
Zhao Qin
,
Su Qinglun Department of Rehabilitation Medicine
,
The First Affiliated Hospital of Kangda College
,
Nanjing Medical University & The First People's Hospital of Lianyungang
,
Lianyungang 222000
,
China
. 基于问题学习联合案例式立体教学方法在康复治疗学专业学生实习教学中的应用[J]. 中华医学教育杂志, 2022
, 42(1)
: 42
-45
.
DOI: 10.3760/cma.j.cn115259-20210616-00752
Objective To explore the effect of problem-based learning (PBL) combined with case three-dimensional training method (CTTM) for students majoring in rehabilitation therapy. Methods Experimental control method was used in this project. From June to December 2020, 60 undergraduates majoring in rehabilitation therapy were enrolled in Kangda College of Nanjing Medical University. The students were randomly divided into experimental group and control group with 30 in each. At the end of the class, the two groups were evaluated for theoretical and practical results and questionnaire survey. χ2 test was used for comparison between counting data groups, and independent sample T test was used for comparison between measurement data groups. Results The theoretical test scores and skill test scores of the experimental group were significantly higher than those from the control group [(82.10±5.33) vs. (73.67±7.41), (84.07±3.91) vs. (73.50±7.20)](all P＜0.05). The results of the questionnaire showed that the score of improving learning interest, clinical reasoning, discussion participation and practical operation of experimental group was significantly higher than that of the control group [(13.97±4.47) vs. (10.60±4.06), (14.03±4.81) vs. (10.47±4.61), (13.93±4.39) vs. (10.10±4.99), (13.13±5.21) vs. (9.20±3.72)] (all P＜0.05). Conclusions PBL combined with CTTM improves the training outcomes of professional competence of undergraduates majoring in rehabilitation therapy, capacity building of clinical practice, clinical reasoning, and thus overcomes the barriers in traditional teaching method.
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