康复医学TBL教学中RAP与知识要点应用的设计研究

Design and research of RAP and application in TBL teaching of rehabilitation medicine

目的探讨在康复医学TBL教学中,采用不同的准备度确认过程(readiness assurance process,RAP)与知识要点应用设计,并进行教学效果比较。方法选择在华中科技大学同济医学院附属同济医院康复医学科进行临床轮转的学生共40名为研究对象进行TBL授课。授课内容共两次,分别为"脑卒中康复""脊髓损伤康复"两个章节。"脑卒中康复"授课时RAP部分采用开放式回答的问答题,知识要点应用模拟Teamwork团队会议。"脊髓损伤康复"授课时RAP部分采用封闭式回答的选择题,知识要点应用模拟制订康复计划。两次授课结束后,向学生发放问卷评估表。结果对于RAP部分,学生们更喜欢开放式回答的问答题形式;而在知识要点应用部分,学生们更喜欢康复计划制订。结论将康复医学临床实践中的临床诊疗流程、康复计划制订等应用于TBL教学的不同环节,学生比较欢迎,为今后进行康复医学TBL教学设计提供了借鉴。

Objective To explore the different design of readiness assurance process(RAP)and application in TBL teaching of rehabilitation medicine,and to compare the teaching effects.Methods A total of 40 students who had clinical rotation in our department were chose as research subjects,and they were taught with TBL teaching.Two chapters of"Stroke Rehabilitation"and"Spinal Cord Injury Rehabilitation"were chosen for the two lectures.During the course of"Stroke Rehabilitation",the RAP adopted open-ended questions,and the application part simulated Teamwork meetings.In the course of"Spinal Cord Injury Rehabilitation",the RAP used close-ended multiple-choice questions,and the application part simulated making rehabilitation plan.At the end of the two lectures,questionnaires were send to students.Results For the RAP part,more students preferred open-ended questions.In the application part,students preferred to make rehabilitation plan.Conclusion The process of clinical diagnosis and treatment and the formulation of rehabilitation plan in clinical practice of rehabilitation medicine has been applied to different parts of TBL teachings,and students are favor of this teaching method,which provides a reference for the future TBL teaching design of rehabilitation medicine.