| 王东,向俊璐,朱晓蕾,杨爱国,何颖,卢苇,毛伟.基于典型工作任务的思维导图式教学对康复治疗技术专业实习带教的作用探索[J].中国康复,2022,37(9):572-576 |
| 基于典型工作任务的思维导图式教学对康复治疗技术专业实习带教的作用探索 |
| Exploration on the role of typical professional tasks combined with mind mapping teaching in the practice teaching of rehabilitation treatment technology specialty |
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| DOI： |
| 中文关键词: 典型工作任务 思维导图 教学 康复治疗技术 |
| 英文关键词: typical professional tasks mind map teaching rehabilitation therapy |
| 基金项目:四川省卫生健康委员会科研课题（20PJ186）；四川省中医药管理局科学技术研究专项课题（2020JC003）；成都大学人才培养质量和教学改革项目（cdjgb2022075） |
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| 中文摘要: |
| 目的:观察典型工作任务结合思维导图式教学对康复治疗技术专业实习学生的学习促进作用。方法:按随机数字表法将73位康复治疗技术专业实习学生随机分为观察组（36例）和对照组（37例）。对照组给予常规临床带教，观察者在此基础上给予典型工作任务结合思维导图式教学带教。于教学前后分别调查学生满意度及患者满意度，同时对学生能力进行综合测试评分。结果:实习带教6个月后，观察组学生对典型工作任务结合思维导图式教学的满意度较高。2组学生成绩、患者满意度均较实习带教前有明显提高（P＜0.01），且观察组学生成绩、患者满意度改善幅度均较对照组显著（P＜0.05）。结论：在常规实习带教基础上辅以典型工作任务结合思维导图式教学在提高学生临床思维、操作能力的同时，可显著提高学生主动学习能力、团队协作能力及创新意识等综合素质。 |
| 英文摘要: |
| Objective: To observe the learning promotion effect of typical work task combined with mind map teaching on students majoring in rehabilitation therapy technology. Methods: According to the random number table method, 73 rehabilitation technology students were randomly divided into observation group (36 cases) and control group (37 cases). The control group and observation group were given routine clinical instruction, and the observation group was given typical tasks combined with mind map instruction additionally. Students’ satisfaction and patients’ satisfaction were investigated before and after teaching, and students’ ability was tested comprehensively. Results: After 6 months of practice teaching, the students in the observation group were more satisfied with the teaching of typical work tasks combined with mind map. The students’ scores and patients’ satisfaction in the two groups were significantly improved as compared with those before practice and teaching (P<0.01), and the improvement range of students’ scores and patients’ satisfaction in the observation group was significantly greater than those in the control group (P<0.05). Conclusion: The routine practice and teaching combined with typical work tasks and mind map teaching can not only improve students’ clinical thinking and operation ability, but also significantly improve students’ comprehensive qualities such as initiative learning ability, teamwork ability and innovation consciousness. |
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