目的 探讨吉布斯反思循环(Gibbs′ reflective cycle)在康复治疗学专业学生临床实习带教中的应用效果。方法 采用试验对照方法,选取2022年9月至2023年12月在空军军医大学第二附属医院康复科实习的陕西中医药大学康复治疗学专业88名学生作为研究对象,将其随机分为试验组和对照组,每组均为44名学生。试验组学生采用吉布斯反思循环教学方法,对照组学生采用科室传统教学方法。教学结束后,比较两组学生的理论知识、实践能力、批判性思维能力和对各自教学方法的评价。数据分析采用t检验和χ²检验。结果 试验组学生的理论考试和操作考试成绩均高于对照组学生[(92.71±2.93)分比(88.76±3.19),(92.65±3.32)分比(88.63±4.00)分],其差异均具有统计学意义(均P＜0.001)。试验组学生的批判性思维能力和教学方法评价评分均高于对照组学生[(292.95±11.42)分比(279.25±12.38)分,(44.59±2.76)分比(40.59±3.06)分],其差异均具有统计学意义(均P＜0.001)。结论 吉布斯反思循环可以提高康复治疗学专业学生实习中的临床理论知识与实践操作能力,有助于学生形成批判性思维能力,学生认可度较高。

Objective To explore the effect of applying Gibbs′ reflective cycle in clinical teaching of students majoring in rehabilitation therapy. Methods Using the experimental control method, 88 students majoring in rehabilitation therapy from Shaanxi University of Chinese Medicine who practiced in the rehabilitation department of the second affiliated hospital of Air Force Military Medical University from September 2022 to December 2023 were enrolled, and randomly divided into experimental group and control group, with 44 students in each group. The experimental group adopted Gibbs′ reflective cycle teaching method, while the control group adopted the traditional teaching method. After the teaching, the two groups of students′ theoretical knowledge, practical ability, critical thinking ability, and evaluation of their respective teaching Methods were compared. T-test and χ² text were used for statistical analysis. Results The knowledge test scores and test scores of the experimental group were higher than those of the control group [(92.71±2.93) vs. (88.76±3.19), (92.65±3.32) vs. (88.63±4.00)], and all the difference were statistically significant (all P＜0.001). The scores of critical thinking ability and teaching evaluation score of the experimental group were higher than those of the control group [ (292.95±11.42) vs. (279.25±12.38), (44.59±2.76) vs. (40.59±3.06)], and all the differences between the two groups were statistically significant (all P<0.001). Conclusions Gibbs′ reflective cycle can improve the clinical knowledge and practical skills of students majoring in rehabilitation therapy, and has a positive effect on the formation of critical thinking ability, which is highly recognized by students.