| 杨华,赵志鹏,毛利军,刘佳,陈世宏.操作技能直接观察评估在康复物理治疗学实践教学中的应用与评价[J].中国康复,2022,37(8):509-512 |
| 操作技能直接观察评估在康复物理治疗学实践教学中的应用与评价 |
| Application of direct observation of procedural skills (DOPS) in practical teaching of rehabilitation physiotherapy |
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| DOI： |
| 中文关键词: 形成性评价 操作技能直接观察评估 物理治疗学 实践教学 评价方法 |
| 英文关键词: formative assessment direct observation of procedural skills physiotherapy practical teaching evaluation method |
| 基金项目:台州市教育科学规划研究课题（TGG21011） |
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| 中文摘要: |
| 目的：探讨操作技能直接观察评估（direct observation of procedural skills， DOPS）在物理治疗学实践教学中的应用效果，发现有效的教学过程和评价方式，提高教学质量。方法：选取台州学院2019级康复治疗学专业学生57人纳入观察组，2018级康复治疗学专业学生56人纳入对照组，观察组在物理治疗学实践课程中引入DOPS，对照组采用传统教学模式授课，2组在期末均进行一次DOPS考核，比较2组期末DOPS成绩及对DOPS评估结果的满意度。对DOPS项目11（整体表现）得分与总平均分行相关性分析。对观察组学生行问卷调查，评价对DOPS考核方案的认同度。结果：观察组期末DOPS考核总平均分显著高于对照组（P<0.01）；项目1～6、项目10～12得分观察组均高于对照组（P＜0.05）。观察组教师及学生满意度均高于对照组（P＜0.05）。DOPS项目11得分与总平均分之间存在高强度的正相关关系（r=0.851，P＜0.01）。问卷调查显示，观察组80.0%以上的学生对DOPS可“提高学生的康复技能”、“应继续实施DOPS”等4个项目表示非常同意。结论：DOPS教学及评价方式可有效的促进学生康复技能的提高，值得在康复物理治疗学教学中进行推广。 |
| 英文摘要: |
| Objective: To explore the application effect of direct observation of procedural skills (DOPS) in the practical teaching of physiotherapy and discover effective teaching processes and evaluation methods which could enhance teaching quality. Methods: Totally, 57 students from Taizhou University majoring in Rehabilitation Therapy in grade of 2019 were included in the experimental group, and 56 students in grade of 2018 were included in the control group. The experimental group was subjected to DOPS in practical teaching of physiotherapy and the control group was given the traditional teaching mode. DOPS was done for both groups at the end of semester. The final exam’s DOPS score and satisfaction of teachers and students with the results of the assessment were compared between two groups. The correlation between the score of DOPS item 11 and the total average score was analyzed. The recognition of DOPS was also evaluated by questionnaire survey of students in experimental group. Results: The total average score of DOPS in the experimental group was significantly higher than that in the control group (P<0.01). The scores of item 1 to item 6 and item 10 to item 12 in the experimental group were higher than those in the control group (P<0.05). The experimental group had higher teacher satisfaction and student satisfaction than the control group（ P<0.05). There was a high-intensity positive correlation between DOPS item 11 score and the total average score (r=0.851,P<0.01). The questionnaire survey showed that more than 80.0% of the students in the experimental group agreed the saying of “DOPS could improve rehabilitation skills and should proceed to implement DOPS”. Conclusion: DOPS as an effective teaching and evaluation method can improve students’ skills of rehabilit-ation, and is desirable for promotion in practical rehabilitation physiotherapy teaching. |
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