邓春初,李倩,张梦阳,等.简化的问题导向学习法联合微视频教学法在康复医学人才培养中的应用[J].中华物理医学与康复杂志,2026,48(5):462-468
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| 简化的问题导向学习法联合微视频教学法在康复医学人才培养中的应用 |
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| DOI：10.3760/cma.j.cn421666-20260130-00061 |
| 中文关键词: 问题导向学习 微视频教学 康复医学 紧缺人才 研究生教育 教学方法 |
| 英文关键词: Problem-based learning Micro-video teaching Rehabilitation medicine Health workforce shortage trainees Postgraduate education Teaching methods |
| 基金项目:华中科技大学同济医学院第二临床学院教学研究项目（TJSZ2023050，2020ZEKZ072） |
| 作者 | 单位 | | 邓春初 | 华中科技大学同济医学院附属同济医院康复医学科,华中科技大学同济医学院附属同济医院WHO康复培训与研究合作中心,武汉 430030 | | 李倩 | 华中科技大学同济医学院附属同济医院康复医学科,华中科技大学同济医学院附属同济医院WHO康复培训与研究合作中心,武汉 430030 | | 张梦阳 | 华中科技大学同济医学院附属同济医院康复医学科,华中科技大学同济医学院附属同济医院WHO康复培训与研究合作中心,武汉 430030 | | 王熠钊 | 华中科技大学同济医学院附属同济医院康复医学科,华中科技大学同济医学院附属同济医院WHO康复培训与研究合作中心,武汉 430030 | | 陈红 | 华中科技大学同济医学院附属同济医院康复医学科,华中科技大学同济医学院附属同济医院WHO康复培训与研究合作中心,武汉 430030 | | 黄梁江 | 华中科技大学同济医学院附属同济医院康复医学科,华中科技大学同济医学院附属同济医院WHO康复培训与研究合作中心,武汉 430030 |
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| 中文摘要: |
| 目的 观察基于真实临床案例的简化问题导向学习法（PBL）联合微视频教学法在康复医学研究生和紧缺人才培养中的应用效果。 方法 募集康复医学在读研究生和紧急人才学员52例作为受试者，随机分为试验组（26例）和对照组（26例）。2组受试者的授课内容均为“康复过程中常见并发症的识别和处理”，试验组采取基于真实病例的简化PBL联合微视频教学法，对照组采取传统讲授法。2组受试者的教学时长均为2学时，共90 min，其中教学的最后10 min，采用理论测试和问卷评估表进行教学法的效果评价，并进行统计学分析。 结果 授课结束后，试验组的理论测试成绩为（90.35±3.14）分，显著高于对照组的（85.00±3.88）分，差异有统计学意义（P<0.01）。授课结束后，试验组学员的学习主动性、课堂讨论氛围、临床思维的培养和对授课老师的满意度均显著优于对照组（P<0.05）；且试验组学员在临床表现识别、疾病诊断及鉴别能力、治疗措施掌握等方面的自评结果亦显著优于对照组，差异均有统计学意义（P<0.05）。课后反馈结果表明，试验组学员对新型教学方式中各教学要素的认可度较高，最高可达96.2%（客观的视频介绍）。 结论 基于真实病例的简化PBL联合微视频教学法可显著提升康复医学研究生和紧缺人才学员的理论测试成绩、专业知识掌握程度、教育满意度和对新型教学方式的认可度，是一种值得尝试的、创新性的临床教学方式。 |
| 英文摘要: |
| Objective To document the effectiveness of combining a simplified problem-based learning (PBL) approach based on real clinical cases with micro-video teaching in the training of postgraduate rehabilitation students. Methods Fifty-two postgraduate students in rehabilitation medicine and trainees in a talent-shortage program were randomly assigned to either an experimental or a control group (n=26 in each). Both groups received the same taught content relating to the recognition and management of common complications during rehabilitation. The experimental group was taught using a simplified PBL model based on real clinical cases combined with micro-video teaching; the control group received traditional lecture-based teaching. The teaching for both groups lasted 90 minutes. During the final 10min, a test and a questionnaire-based evaluation were administered to assess the effectiveness, followed by statistical analysis. Results The average test score of the experimental group was significantly higher than that of the control group ［(90.35±3.14) vs. (85.00±3.88)］. In addition, the experimental group showed significantly better outcomes than the control group in learning initiative, classroom discussion atmosphere, cultivation of clinical thinking, and satisfaction with the instructor. Self-assessed recognition of clinical manifestations, diagnostic and differential diagnostic ability, and mastery of treatment strategies were also significantly better in the experimental group. The post-class feedback indicated a high level of acceptance of the novel teaching method in the experimental group, with the highest approval rate reaching 96.2% for the objective video introduction component. Conclusions The simplified PBL approach based on real clinical cases combined with micro-video teaching can significantly improve theoretical test performance, professional knowledge acquisition, educational satisfaction, and acceptance of innovative teaching methods. It represents a promising and innovative clinical teaching model worthy of wider application. |
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