| 邵文启,周煜达,黄颖,等.“师承制”融合模式在康复治疗学实践教学中的创新应用[J].浙江中医药大学学报,2025,49(1):108-114. |
| “师承制”融合模式在康复治疗学实践教学中的创新应用 |
| Innovative Application of the “Master-Apprentice System” Integration Model in Practical Teaching of Rehabilitation Therapy |
| DOI：10.16466/j.issn1005-5509.2025.01.019 |
| 中文关键词: 师承制 康复教学 康复治疗学 实践教学 临床见习 教学模式 临床思维 教学质量 |
| 英文关键词: master-apprentice system rehabilitation teaching rehabilitation therapy practical teaching clinical teaching instructional modes clinical thinking teaching quality |
| 基金项目:浙江中医药大学校级教学改革重大招标项目(ZB22003) |
|
| 摘要点击次数: 18 |
| 全文下载次数: 8 |
| 中文摘要: |
| [目的] 评价“师承制”与“实践教学”融合模式在提高康复治疗学临床带教质量方面的应用效果。[方法] 采用实验对照方法、问卷调查法，选取浙江中医药大学康复治疗学本科大三学生48人，根据班级分成融合模式教学组(27人)和常规教学组(21人)。选取浙江康复医疗中心教师50人，对两组学生进行实践教学，融合模式教学组进行“师承制”与康复治疗学“实践教学”融合模式学习，常规教学组按照学科大纲进行常规教学方式学习，学期结束后采用中文版临床推理与反思自评量表、理论与实践综合评价和教学反馈对两组学生进行评价。[结果] 融合模式教学组学生的临床推理能力、实操考试评价、案例总结、理论考试和总成绩均优于常规教学组，并且与常规教学组比较，融合模式教学更能激发学习兴趣、提升学习氛围，差异具有统计学意义(P<0.05)。[结论] “师承制”与康复治疗学“实践教学”融合模式能有效提高临床学生带教质量，帮助学生提升临床思维能力，激发学习积极性，提高学习质量，对促进个人专业发展具有一定的积极作用。 |
| 英文摘要: |
| [Objective] To evaluate the application effect of the “master-apprentice system” integration model and “practical teaching” in rehabilitation therapy on improving the quality of clinical teaching for students. [Methods] This study employed an experimental control method and a questionnaire survey. A total of 48 third-year undergraduate students majoring in rehabilitation therapy in Zhejiang Chinese Medical University were selected and divided into the integration teaching mode group (27 cases) and the conventional teaching group (21 cases) according to their classes. Fifty teachers from the Zhejiang Rehabilitation Medical Center were selected to conduct practical teaching for both groups of students. The integration teaching mode group was studied by using the “master-apprentice system” combined with practical teaching in rehabilitation therapy， while the conventional teaching group followed the regular teaching methods according to the syllabus. At the end of the semester， the Chinese version of Self-Assessment of Clinical Reasoning and Reflection(SACRR) scale， comprehensive evaluations of theory and practice， and teaching feedback were used to assess the students in both groups. [Results] Students in the integrated teaching mode group demonstrated a significant improvement in clinical reasoning abilities， a better practical exam evaluation， case summary， theoretical exam and overall score compared with those in the conventional teaching group. Moreover， it was believed that the integrated teaching was conducive to stimulating learning interest and improving learning environment， with a statistically significant difference(P<0.05). [Conclusion] The integration model of the “master-apprentice system” and “practical teaching” in rehabilitation therapy can effectively raise the quality of clinical teaching for students， aid in the development of their clinical reasoning abilities， foster motivation for learning and improve overall learning outcomes. This approach plays a significant role in promoting individual professional development. |
|
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |