Effect of Diversified Clinical Education Model in Physiotherapy for Pediatriac Patients
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摘要:
目的 建立儿童物理治疗课程多元化见习模式并探讨其提高学生专业能力的效果。 方法 选取2018和2019级康复物理治疗专业本科学生作为研究对象，将被试者按年级分为试验组（2019级学生，n = 52）和对照组（2018级学生，n = 63）。对照组采用疫情防控常态化下的传统教学模式见习，试验组采用多元化模式完成见习。见习结束后采用自制专业学习信心调查问卷评价见习效果，同时比较2组学生的见习考试成绩和期末考试成绩。 结果 试验组学生在“掌握专业知识”、“临床思维和专业行为”2个维度的信心均高于对照组（P < 0.05）；但“操作技能”信心的维度差异无统计学意义（P > 0.05）。试验组见习考试的2个考核指标（实践操作和个案汇报）均优于对照组（P < 0.05）；而期末考试成绩差异无统计学意义（P > 0.05）。 结论 多元化见习模式作为有效见习模式能够提高学生见习效果，促进学生在掌握专业知识、建立临床思维等方面的发展。 Abstract:Objective To establish the diversified clinical education model in physiotherapy for pediatric patients and to examine the effect in improving skills of students. Methods The undergraduate students majoring in physiotherapy who were admitted to Kunming Medical University in year 2018 and 2019 were selected as the research subjects, and were divided into experimental group （year 2019 students, n = 52） and control group （year 2018 students, n = 63）. The experiment group received diversified clinical education model and the control group received the traditional clinical education model during the COVID-19. The learning effect was evaluated by questionnaire of students’ learning confidence and scores of clinical education and final examination. Results The results showed that the students’ confidence in professional knowledge and clinical reasoning and professional behavior were improved significantly （P < 0.05）, but the difference of practice skills was not significant （P > 0.05）. The examination scores of clinical education in experimental group were significant higher than that of control group. But there were no significant difference in the final exanimation score between two groups. Conclusion The diversified clinical placement training improved the effectiveness of clinical education. The students could benefit from the program in professional knowledge and clinical reasoning. -
Key words:
- Diversified clinical education /
- Teaching reform /
- Teaching method
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表 1 2组学生一般资料比较[（
$ \bar x \pm s $ ），n（%）]Table 1. Comparison of general data between the two groups [（
$ \bar x \pm s $ ），n（%）]项目 对照组（n = 63） 试验组（n = 52） χ2/t P 性别 男 26（41.3） 16（30.8） 女 37（58.7） 36（69.2） 1.355 0.244 年龄（岁） 20.02 ± 0.49 20.04 ± 0.63 0.222 0.825 随堂考试 80.33 ± 5.97 82.10 ± 5.70 1.601 0.112 
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表 2 2组学生见习后学习信心调查结果比较[（
$ \bar x \pm s $ ），分]Table 2. Comparison of learning confidence score between two group of students after clinical education [（
$ \bar x \pm s $ ），scores]考核指标 对照组 试验组 t P 理论知识 10.15 ± 0.95 11.96 ± 0.92 9.776 < 0.001* ①知识掌握程度 3.44 ± 0.50 4.35 ± 0.52 9.026 < 0.001* ②选取评估方法 3.48 ± 0.54 4.06 ± 0.50 5.634 < 0.001* ③治疗目标及计划 3.23 ± 0.61 3.56 ± 0.50 2.973 0.004* 操作技能 9.73 ± 0.91 10.00 ± 0.76 1.634 0.106 ①实施评估 3.46 ± 0.57 3.56 ± 0.53 0.879 0.382 ②实施治疗 3.19 ± 0.48 3.33 ± 0.47 1.429 0.156 ③修正治疗计划 3.08 ± 0.44 3.12 ± 0.47 0.411 0.682 临床思维与专业行为 9.42 ± 0.93 9.98 ± 0.85 3.174 0.002* ①专业行为 3.33 ± 0.51 3.60 ± 0.53 2.622 0.010* ②团队合作 3.25 ± 0.43 3.35 ± 0.48 1.067 0.280 ③医患沟通 2.85 ± 0.50 3.04 ± 0.34 2.291 0.020* *P < 0.05。
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表 3 2组学生见习成绩比较[（
$ \bar x \pm s $ ），分]Table 3. Comparison of clinical education score between two group of students [（
$ \bar x \pm s $ ），scores]考核指标 对照组 试验组 t P 实践操作 37.86 ± 2.40 39.16 ± 2.16 3.000 0.003* 个案汇报 41.67 ± 2.62 42.98 ± 2.43 2.753 0.007* *P < 0.05。
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表 4 2组学生期末考试成绩比较[（
$ \bar x \pm s $ ），分]Table 4. Comparison of final examination score between two group students [（
$ \bar x \pm s $ ），scores]考核指标 对照组 实验组 t P 期末考试 78.33 ± 5.97 80.10 ± 5.70 1.601 0.112
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