Seminar联合CBL教学法在神经康复临床教学中的应用

The Application of Seminar Combined with CBL Teaching Method in Neurorehabilitation Clinical Teaching

目的探讨Seminar联合CBL教学法在神经康复临床教学中的应用效果,为康复科教学改革提供依据。方法选择在某院康复医学科进行神经康复学习的学生进行研究,将2022年4月11日-2022年7月29日间采用传统教学方法的50名学生设为对照组;将2023年4月12日-2023年7月28日间采用Seminar联合CBL教学法的学生38名设为实验组,两组的教学内容及授课教师均相同。比较两组学生的神经康复考试成绩、课程满意度以及思维能力评分。结果在神经康复理论和实践成绩评估中,实验组病例采集与康复处方制定成绩、康复评定成绩、康复理论成绩、康复技能成绩的平均分由对照组的(72.48±5.90)分、(71.70±5.69)分、(76.56±4.78)分和(78.86±6.15)分提升至(85.11±5.63)分、(84.32±6.3)分、(86.39±4.43)分和(84.58±8.13)分,差异具有统计学意义(P<0.05)。课程满意度问卷调查显示,实验组在课程的深度和广度、课程的教授形式、课程的教学效果、课程激发学习兴趣、课程提高学习积极性、课程增强理论知识理解、课程增强协作能力、课程可以开拓视野、课程提高了操作能力、课程提高了诊疗能力这十个方面满意度达到95%~100%,高于对照组(42%~62%),差异具有统计学意义(P<0.05)。学生思维能力量表表明,实验组学生的思维能力量表总分(283.97±14.02)显著高于对照组学生的思维能力量表总分(245.10±29.43),并且在寻求真相、开放思想、分析能力、系统化能力、批判性思维自信心、求知欲、认知成熟度维度方面均优于对照组(t=-7.513~-2.453,P<0.05)。结论Seminar联合CBL教学模式有助于神经康复临床教学中学生成绩和教学满意度的提高,提高教学效果,提升学生的临床思维能力,激发学习兴趣,具有一定的应用价值。

Objectives To explore the application effect of Seminar combined with CBL teaching method in neurorehabilitation,and provide the basis for reforming rehabilitation teaching.Methods A retrospective study was conducted on students who underwent neurological rehabilitation studies at Xuanwu Hospital of Capital Medical University.A control group of 50 students from April 11st,2022 to July 29th,2022 was enrolled,and traditional teaching methods were used;38 students from April 12th,2023 to July 28th,2023 were enrolled as the experimental group,and the Seminar combined CBL teaching method was used.The teaching content and teachers of both groups were the same.To compare the grades,questionnaire surveys,and thinking abilities of two groups of students.Results In the effect evaluation of improving the theoretical and practical performance,the score of“case collection and rehabilitation prescription”,“rehabilitation assessment”,“rehabilitation theory test”and“rehabilitation operations”score increased from(72.48±5.90)points,(71.70±5.69)points,(76.56±4.78)points and(78.86±6.15)points in the control group to(85.11±5.63)points,(84.32±6.3)points,(86.39±4.43)points and(84.58±8.13)points in the experimental group,the difference was statistically significant(P<0.05).Results of the satisfaction questionnaires survey showed that the satisfaction of the experimental group in the depth and breadth of the course,the teaching form of the course,the teaching effect of the course,the course arousing learning interest,the course improving learning enthusiasm,the course enhancing the understanding of theoretical knowledge,the course enhancing the ability of cooperation,the course expanding the vision,the course improving the operation ability and improving the ability of diagnosis and treatment reached 95%~100%,which was higher than that of the control group(42%~62%),the difference was statistically significant(P<0.05).The students'thinking ability scale showed that the total score of the thinking ability scale of the experimental group(283.97±14.02)was significantly higher than that of the control group(245.10±29.43),and it was better than that of the control group in the dimensions of truth seeking,open thinking,analytical ability,systematic ability,critical thinking self-confidence,thirst for knowledge,and cognitive maturity(t=-7.513~-2.453,P<0.05).Conclusions Seminar combined with CBL teaching method was helpful to improve the students'performance and teaching satisfaction in the clinical teaching of neurorehabilitation,improve the teaching effect,improve the students'clinical thinking ability,and stimulate their interest in learning,which had a certain application value.