模块化教学法在康复治疗专业儿童康复带教中的应用与实践

The Application and Practice of Modular Teaching Method in the Training of Children Rehabilitation in the Rehabilitation Therapy Specialty

摘要: 目的：探讨模块化教学法在康复治疗专业儿童康复临床带教中的应用效果。方法：选取2022年1月~2023年12月在中山大学孙逸仙纪念医院儿童医学中心实习的康复治疗专业实习生80名，按随机数字表法分为模块化教学组与传统带教组，各40名。传统带教组采用常规经验式带教；模块化教学组采用“入科适应–核心理论–临床实操–人文沟通–综合创新”五大模块标准化带教，总时长8周。比较两组理论成绩、技能操作、病例分析、沟通能力评分，以及独立接诊达标率、医患沟通满意度、毕业后岗位适应周期。结果：模块化教学组理论考核(89.6 ± 5.2)分、技能操作(91.3 ± 4.8)分、病例分析(88.7 ± 4.5)分、沟通能力(90.2 ± 3.8)分，均显著高于传统带教组(P < 0.05)；模块化教学组独立接诊达标率模块化教学组独立接诊达标率85.00% (34/40)、医患沟通满意度92.50% (37/40)，显著高于传统带教组62.50% (25/40)、78.00% (31/40)，差异均有统计学意义(χ² = 5.00, 3.63, P < 0.05)。模块化教学组岗位适应周期(1.5 ± 0.3)个月，显著短于传统带教组(2.8 ± 0.5)个月(P < 0.05)。结论：模块化教学法可显著提升康复治疗专业实习生儿童康复专业能力与综合素养，提高带教质量与岗位适配性。

Abstract: Objective: The application effect of modular teaching method in clinical training of children rehabilitation for rehabilitation therapy students was explored. Methods: 80 rehabilitation therapy interns who were on internship at the Children’s Medical Center of Sun Yat-sen Memorial Hospital of Sun Yat-sen University from January 2022 to December 2023 were selected and divided into the modular teaching group and the traditional teaching group according to the random number table method, with 40 students in each group. The traditional teaching group adopted the conventional experiential teaching method; the modular teaching group adopted the standardized teaching of five modules: “Adaptation upon Admission-Core Theory-Clinical Practice-Humanistic Communication-Comprehensive Innovation”, with a total duration of 8 weeks. The scores of theoretical knowledge, skills operation, case analysis, communication ability, as well as the rates of independent consultation and satisfaction of doctor-patient communication, and the adaptation cycle after graduation were compared between the two groups. Results: Theoretical assessment score of the modular teaching group (89.6 ± 5.2) points, skill operation score (91.3 ± 4.8) points, case analysis score (88.7 ± 4.5) points, and communication ability score (90.2 ± 3.8) points were all significantly higher than those of the traditional teaching group (P < 0.05); The independent consultation rate of the modular teaching group was 85.00% (34/40), and the satisfaction rate of doctor-patient communication was 92.50% (37/40), which were significantly higher than those of the traditional teaching group at 62.50% (25/40) and 78.00% (31/40), and the differences were statistically significant (χ² = 5.00, 3.63, P < 0.05). The adaptation cycle of the modular teaching group to the position was (1.5 ± 0.3) months, which was significantly shorter than that of the traditional teaching group at (2.8 ± 0.5) months (P < 0.05). Conclusion: The modular teaching method can significantly improve the professional ability and comprehensive quality of rehabilitation therapy interns in children rehabilitation, improve the teaching quality and job adaptability, and is worthy of clinical teaching promotion.