| Objective：To explore the theoretical innovation assessment in improving the critical thinking ability of physical therapy students. Methods: Sixty eight physical therapy students of grade 2014 in Fujian University of Traditional Chinese Medicine were randomly divided into experimental group and control group, and taught by the same teacher in “Physical therapy of muscleskeletal diseases”. The experimental group was given theoretical innovation assessment, and the control group was given traditional evaluation method. The theoretical assessment results were compared between two groups. The Student Evaluation of Educational Quality (SEEQ) certified by WCPT was used to evaluate the teaching effect. The critical thinking ability was evaluated by the Chinese Critical Thinking Disposition Inventory (CTDI CV). Using SPSS software, the evaluation results were statistically analyzed. Results: There was no significant difference in theoretical assessment results between the experimental group and the control group (P>0.05). The scores of learning and examinations in the experimental group were significantly higher than those in the control group (P<0.05). In the Chinese Critical Thinking Disposition Inventory, the experimental group was superior to the control group in truth seeking, analyticity, and self confidence of critical thinking (P<0.05). Conclusion: The theoretical innovation assessment can effectively improve the interest and value of physiotherapy students in this courses, promote independent learning ability, and also encourage the students to think critically and analyze problems in a more systematic way. Meanwhile, it is also considered that tests requiring thinking rather than relying on memory are more suitable for subjects. The Innovative theoretical assessment is more beneficial to improve students' critical thinking ability than traditional assessment model. |
