康复治疗学专业开展临床实习精细化管理模式的探讨与实践

Discussion and Practice of the Refined Management Model of Clinical Practice in Rehabilitation Therapy

目的 探讨康复治疗学专业开展临床实习精细化管理模式的有效性。方法 选取2018年6—9月、2019年6—9月在康复医学科实习的康复治疗学专业2015级10名学生、2016级7名学生入对照组,选取2020年6—9月、2021年6—9月在康复医学科实习的康复治疗学专业2017级9名学生、2018级11名学生入试验组。对照组采用传统临床实习带教管理模式,试验组采用精细化临床实习带教管理模式,结束后通过出科理论考核、技能考核对两组进行效果比较。结果 试验组学生理论考核成绩为(90.38±4.54)分、技能考核成绩为(91.01±5.04)分,对照组学生理论考核成绩为(85.08±3.72)分、技能考核成绩为(82.13±3.99)分。试验组学生理论考核和技能考核成绩优于对照组,差异有统计学意义(P <0.05)。结论 在康复治疗学专业开展临床实习精细化管理模式能调动学生学习的积极性,提升学生动手操作能力及帮助学生消化理论知识,同时能提高对学生及教师的约束力,增强教学效果。

Objective To explore the effectiveness of the refined management model of clinical practice in rehabilitation therapy. Methods From June to September 2018 and June to September 2019, 10 students of Grade 2015 and 7 students of Grade 2016 majoring in rehabilitation therapy who practiced in the department of rehabilitation medicine were selected as the control group, and 9 students of Grade 2017 and 11 students of Grade 2018 majoring in rehabilitation therapy who practiced in the department of rehabilitation medicine from June to September 2020 and June to September 2021 were selected as the test group.The control group adopted the traditional clinical practice teaching management mode, and the experimental group adopted the refined clinical practice teaching management mode. After the completion, the effects of the two groups were compared through the theoretical examination and skill examination. Results The theoretical examination scores of the students in the experimental group were(90.38±4.54)points, and the skills examination scores were(91.01±5.04)points. In the control group, the theoretical examination scores were(85.08±3.72) points, and the skill examination scores were(82.13±3.99) points. The experimental group’s theoretical examination and skill examination scores were better than those of the control group, and the difference was statistically significant(P<0.05). Conclusion The refined management model of clinical practice in rehabilitation therapy can arouse students’ enthusiasm for learning,improve students’ practical ability and help students digest theoretical knowledge, and at the same time can improve the binding force on students and teachers, and enhance the teaching effect.