| 张彩,金晟,吴绪波,赵仙丽,柏怡文.临床床旁案例学习模式在康复教学中的应用研究[J].中国康复,2023,38(5):317-320 |
| 临床床旁案例学习模式在康复教学中的应用研究 |
| Application of Clinical Bedside Case Study Mode in Rehabilitation Teaching |
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| DOI： |
| 中文关键词: 临床床旁案例学习 课堂案例学习 教学研究 |
| 英文关键词: clinical bedside case study case study in class teaching research |
| 基金项目:上海中医药大学课程建设项目（SHUTCM2021KC071，2019SHUTCM079） |
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| 摘要点击次数: 1921 |
| 全文下载次数: 1974 |
| 中文摘要: |
| 目的：探究临床床旁案例学习模式在康复教学中的应用效果。方法：将选修《神经系统疾病物理治疗》的70例学生按照既往成绩绩点排序，进行配对设计，分为临床床旁案例学习组和课堂案例学习组各35例，比较分析2组学生案例操作成绩和小组案例汇报表现评分。采用《案例学习调查问卷》调研学生对临床床旁案例学习和课堂案例学习的反馈。结果：临床床旁案例学习组案例操作得分显著高于课堂案例学习组（P<0.05）；汇报内容，临床床旁案例学习组显著高于课堂案例组（P<0.05）。临床案例学习组问卷总分显著高于课堂案例学习组（P<0.01）；学生认为临床场旁案例学习模式对于增强专业知识的综合运用、批判性思维、自主学习、临床案例处理、医患沟通、团队合作等能力方面，显著高于课堂案例组（P<0.05）。问卷的一般频数统计结果提示超过90%的学生认为临床床旁案例教学有助于提高课程学习效果、自主学习能力、学生的人文关怀意识、临床思维能力、加强团队合作能力。结论：和课堂案例学习比较，临床床旁案例学习模式更有利于培养学生的专业知识的综合运用能力、临床思维能力、自主学习能力、团队合作能力。 |
| 英文摘要: |
| Objective: To explore the application of clinical bedside case study mode in rehabilitation teaching. Methods: A total of 70 students who elected “Neurological Physiotherapy” were ranked according to their previous grades and divided into clinical bedside case study group and case study in class group by pair design. The case operation scores and case report performance were compared and analyzed between the two groups. The clinical bedside case study questionnaire was used to investigate the students’ feedback on the clinical bedside case study model.Results: The results showed that the clinical bedside case study group had a significantly higher score of case operation than the case study in class group (P<0.05). In terms of group case reporting performance, there were no significant differences in total score, reporting time, teamwork and language ability between the two groups (P>0.05).The report content of clinical bedside case study group was significantly higher than that of the case study in class group (P<0.05). The questionnaire results showed that the total score of the clinical bedside case study group was significantly higher than that of the case study in class group (P<0.01). The statistical results of the specific content of the questionnaire indicated that the students believed that the clinical bedside case study model could significantly enhance the comprehensive application of professional knowledge, critical thinking, autonomous learning, clinical case processing, doctor-patient communication, team cooperation and other abilities as compared with the case study in class group (all P<0.05). The general frequency statistics of the questionnaire showed that more than 90% of the students believed that the clinical bedside case study model was helpful to improve the course learning effect, autonomous learning ability, students’ humanistic care consciousness, clinical thinking ability and team cooperation ability. Conclusion: Compared with case study in class, clinical bedside case study may have better teaching effect. Students are more willing to accept the clinical bedside case study model. Clinical bedside case study model is more conducive to cultivate st-udents’ comprehensive application ability of professional knowledge, clinical thinking ability, autonomous learning ability, clinical thinking ability and team cooperation ability. |
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