西藏康复治疗学本科实践教学研究进展及其对人才培养的启示

Research Progress on Undergraduate Practical Teaching of Rehabilitation Therapy in Xizang and Its Implications for Talent Development

摘要: 西藏康复治疗学本科教育起步较晚，实践教学既面临课程整合、临床带教与评价标准等共性问题，也受到高原环境、基层服务半径、民族文化沟通和优质实践基地不足等区域约束。本文梳理国内康复治疗学实践教学研究，以世界卫生组织康复胜任力框架(RCF)为分析工具，对西藏民族大学2025~2026年组织15名学生赴中山大学附属第三医院康复科实习的项目过程资料进行描述性整理。两批学生中女生11名(73.3%)、男生4名(26.7%)；现有资料仅用于呈现实习组织特征，不作教学效果推断。RCF映射显示，跨区域协同实习的价值不只在于增加复杂病例暴露，更在于为实践、专业素养、学习与发展、管理与领导、研究五类能力提供连续训练情境；其主要风险则是高水平医院经验与西藏基层服务场景脱节。由此提出“区域需求界定目标–校内与附属医院奠基–高水平医院规范训练–返校本土化转译–形成性评价反馈”的实践教学闭环。该模式可视为对社区导向医学教育的跨区域补充，但必须以西藏社区健康需求为归宿。未来需通过前瞻性访谈和标准化能力测量检验其效果。

Abstract: Undergraduate rehabilitation therapy education in Xizang is relatively recent. Its practical training faces common problems in curriculum integration, clinical supervision, and assessment standards, while also being constrained by the plateau environment, long service distances, intercultural communication, and limited access to high-quality placements. This article reviews Chinese studies of practical education in rehabilitation therapy and uses the World Health Organization Rehabilitation Competency Framework (RCF) to examine descriptive process data from a collaborative placement program. In 2025 and 2026, Xizang Minzu University arranged placements for 15 students in the Department of Rehabilitation Medicine at the Third Affiliated Hospital of Sun Yat-sen University. The two cohorts included 11 women (73.3%) and 4 men (26.7%). These administrative data describe program participation only and are not used to infer educational effectiveness. Mapping the placement to the five RCF domains suggests that cross-regional collaboration can provide linked learning contexts for practice, professionalism, learning and development, management and leadership, and research, rather than merely increasing exposure to complex cases. Its principal risk is that experience gained in a tertiary hospital may not transfer directly to primary care and community rehabilitation in Xizang. We therefore propose a closed-loop model in which “regional needs define outcomes, university and affiliated-hospital training builds foundations, a high-level hospital provides standards-based practice, students translate learning back to local settings, and formative assessment informs improvement”. This model complements community-oriented medical education only when community health needs in Xizang remain its final reference point. In the future, prospective interviews and standardized competency measures are needed to evaluate its effects.