情景模拟教学法在康复治疗临床教学中的应用效果——以剧本设计与实践教学模式为例

Application Effect of Situational Simulation Teaching Method in Clinical Teaching of Rehabilitation Therapy—Taking the Script Design and Practical Teaching Mode as an Example

目的探索情景模拟教学法以剧本设计与实践教学模式为例在康复治疗临床教学中的应用效果。方法选取广东省中医院康复科2019年1月—2021年12月接收的康复治疗学专业实习生(康复医学生)40名,分为研究组与对照组,每组20名。研究组采用剧本设计与实践教学;对照组采用常规临床带教。比较两组出科考核成绩、综合学习素养评分、教学满意度差异。结果①教学前,两组理论考核与实践考核得分比较,差异无统计学意义(P>0.05);教学后,研究组理论考核与实践考核得分高于对照组,教学满意度高于对照组,差异有统计学意义(P<0.05)。②教学前,两组沟通合作能力、独立思考能力、学习积极性、创新思维评分比较,差异无统计学意义(P>0.05);教学后,研究组独立思考能力高于对照组,差异有统计学意义(P<0.05),其余评分受限于样本量的问题,差异无统计学意义(P>0.05)。③研究组教学满意度高于对照组,差异有统计学意义(P<0.05)。结论情景模拟教学法以剧本设计与实践教学模式为例在康复治疗临床教学中的应用价值高,能够显著提升康复医学生的带教质量。

Objective To explore the application effect of scenario simulation teaching method in clinical teaching of rehabilitation therapy,taking script design and practice teaching mode as an example.Methods A total of 40 interns(rehabilitation medicine students)received by the Rehabilitation Department of Guangdong Provincial Hospital of Traditional Chinese Medicine from January 2019 to December 2021 were selected,and divided into research group and control group,20 in each group.The research group adopted script design and practical teaching;the control group adopted routine clinical teaching.The differences in examination scores,comprehensive learning literacy scores,and teaching satisfaction were compared between the two groups.Results 1.Before teaching,there was no statistically significant difference between the two groups in the scores of theoretical assessment and practical assessment(P>0.05);after teaching,the theoretical assessment and practical assessment scores of the research group were higher than those of the control group,and the teaching satisfaction was higher than that of the control group,and the difference was statistically significant(P<0.05).2.Before teaching,there was no statistically significant difference in the scores of communication and cooperation ability,independent thinking ability,learning enthusiasm and innovative thinking between the two groups(P>0.05);after teaching,the independent thinking ability of the research group was higher than that of the control group,and the difference was statistically significant(P<0.05),the remaining scores were limited by the sample size,and the difference was not statistically significant (P>0.05). 3.The teaching satisfaction of the research group was higher than that of the control group, and the difference was statistically significant (P<0.05). Conclusion The scenario simulation teaching method, taking the script design and practice teaching mode as an example, has high application value in the clinical teaching of rehabilitation therapy, and can significantly improve the teaching quality of rehabilitation medical students.