目的 了解康复治疗专业实习学生对认知康复的兴趣及其影响因素,为认知康复教学提供参考。方法 以2020至2022年在武汉大学中南医院神经康复科实习的169名康复治疗专业实习学生作为调查对象,采用问卷星进行问卷调查,了解他们对认知康复的兴趣、认知现状和学习意愿,采用χ2检验和logistic回归分析进行统计分析。结果 57.4%(97/169)的实习学生对认知康复感兴趣,感兴趣的前三位认知域是记忆力[65.0%(63/97)]、注意力[60.8%(59/97)]和执行功能障碍[48.5%(47/97)]。与服从调剂的学生相比,高考自愿填报康复治疗专业的学生对认知康复更感兴趣(OR=3.41,95%CI:1.46~7.99);与未轮转的学生相比,轮转认知治疗室的学生对认知康复也更感兴趣(OR=2.28,95%CI:1.12~4.63),差异均具有统计学意义(均P＜0.05)。结论 康复治疗专业实习学生对认知康复比较感兴趣,但应进一步加强认知康复师资团队建设,提高带教教师的临床业务能力和教学水平,拓展学生知识获取途径和临床实践机会,并积极探索多元化教学方法,提高学生对认知康复的兴趣和学习意向。
Objective To understand the interest in and influencing factors of cognitive rehabilitation for interns from rehabilitation therapeutics interns. Methods A total of 169 interns from rehabilitation therapeutics major who practiced in the department of neurorehabilitation, Zhongnan Hospital of Wuhan University from 2020 to 2022 were selected as study subjects. A questionnaire was used to investigate their interest, cognitive status and influencing factors in cognitive rehabilitation. Chi-square test and logistic regression analysis were used for statistical analysis. Results A total of 57.4% (97/169) of the interns were interested in cognitive impairment rehabilitation. The top three cognitive domains they were interested in were memory [65.0%(63/97)], attention [60.8%(59/97)] and executive dysfunction [48.5%(47/97)]. Compared with the dispensing student, the students who volunteered to fill in the rehabilitation major were more interested in cognitive rehabilitation (OR=3.41,95%CI:1.46~7.99); Students who rotated in the cognitive therapy room were also more interested in cognitive rehabilitation than students who did not rotate (OR=2.28, 95%CI:1.12~4.63), the differences were statistically significant (all P＜0.05). Conclusions Rehabilitation therapeutics interns are generally interested in cognitive rehabilitation. It is necessary to further strengthen faculty development of teachers in cognitive rehabilitation, improve their clinical professional ability and teaching level, expand students′ knowledge acquisition pathways and clinical practice opportunities and actively explore diversified teaching modes, so as to increase students′ interest and learning intentions in cognitive rehabilitation.
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