基于HealthVcan系统的整合式康复教学模式构建与临床实证研究

Construction and Clinical Empirical Study of an Integrated Rehabilitation Teaching Model Based on HealthVcan System

摘要: 目的：本研究探讨基于康复信息化系统HealthVcan (海司唯尔)构建的整合式教学模式在康复医学教育中的应用效果，旨在解决临床实践机会不足、技能评价主观性强、医院-家庭康复脱节等教育痛点。方法：采用随机对照试验设计，纳入2022年6月~2023年6月南京市高淳人民医院康复科68名实习医师，按随机数表法分为实验组及对照组两组。实验组应用HealthVcan系统教学，将远程示教、虚拟实训、临床数据交互三大模块融入教学全流程。经过1年的干预，分别进行OSCE (Objective structured clinical examination，客观结构化临床考试)技能考核、理论测试。采用SPSS 26.0对结果进行统计分析。结果：实验组研究对象临床能力均优于对照组，包括方案设计正确率达92.4% ± 3.1%，较对照组高18.6% (P < 0.001)，患者满意度评分94.2 ± 2.9分(较对照组高8.5分)，紧急事件处理时效缩短到38.6 ± 4.2 s (较对照组缩短13.5 s)。另外，患者功能改善时效平均缩短4.3天。结论：该教学模式通过多源数据整合与情景化训练，可显著提升教学质量和临床康复效率。

Abstract: Objective: This study explores the application effect of an integrated teaching model based on the rehabilitation information system HealthVcan in rehabilitation medical education, aiming to address educational pain points such as insufficient clinical practice opportunities, strong subjectivity in skill evaluation, and the disconnection between hospital and home rehabilitation. Methods: A randomized controlled trial design was adopted. Sixty-eight intern physicians from the Department of Rehabilitation of Gaochun People’s Hospital in Nanjing from June 2022 to June 2023 were included and randomly divided into an experimental group and a control group using the random number table method. The experimental group was taught using the HealthVcan system, integrating remote teaching, virtual training, and clinical data interaction into the entire teaching process. After one year of intervention, OSCE (Objective Structured Clinical Examination) skill assessment, theoretical tests, and teaching satisfaction questionnaires were conducted. SPSS 26.0 was used for statistical analysis of the results. Results: The clinical abilities of the subjects in the experimental group were superior to those in the control group. The correct rate of scheme design was 92.4% ± 3.1%, 18.6% higher than that of the control group (P < 0.001). The patient satisfaction score was 94.2 ± 2.9 points (8.5 points higher than the control group). The response time for handling emergency events was shortened to 38.6 ± 4.2 seconds (13.5 seconds shorter than the control group). Moreover, the average time for patient function improvement was shortened by 4.3 days. Conclusion: This teaching model, through multi-source data integration and contextualized training, can significantly improve teaching quality and clinical rehabilitation efficiency.