| 卢海燕,胡恕香,蔡淑英,等.参与式联合案例式立体教学法在儿童作业治疗学教学中的应用效果[J].中华物理医学与康复杂志,2026,48(8):724-729 |
| 参与式联合案例式立体教学法在儿童作业治疗学教学中的应用效果 |
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| DOI：10.3760/cma.j.cn421666-20251119-01025 |
| 中文关键词: 参与式教学 案例式立体教学 儿童作业治疗 康复治疗学 应用效果 |
| 英文关键词: Participatory teaching Case-based integrated teaching Pediatric occupational therapy Rehabilitation therapy Application effectiveness |
| 基金项目:厦门医学院2024年度教育教学改革研究项目（XWSJ2024021）；厦门市教育科学“十四五”规划2022年度课题（22026）；2025年度中医药监测统计研究课题（2025JCTJA42）；2025年福建省教育科学规划课题（FJJKB25120） |
| 作者 | 单位 | | 卢海燕 | 厦门大学附属妇女儿童医院,儿科学系,儿童神经康复科,厦门 361003 | | 胡恕香 | 厦门大学附属妇女儿童医院,儿科学系,儿童神经康复科,厦门 361003 | | 蔡淑英 | 厦门大学附属妇女儿童医院,儿科学系,儿童神经康复科,厦门 361003 | | 林国清 | 厦门医学院临床医学系,厦门 361023 | | 张惠珍 | 厦门医学院临床医学系,厦门 361023 |
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| 中文摘要: |
| 目的 探讨参与式联合案例式立体教学法在儿童作业治疗学见习教学中的应用效果。 方法 选取2024年7月至2025年10月在厦门大学附属妇女儿童医院见习的78名康复治疗学（儿童康复方向）学生为研究对象，按随机数字表法将其分为对照组和试验组，每组39人。对照组采用传统教学法，试验组采用参与式联合案例式立体教学法，均24学时。教学结束后，对2组学生进行案例分析能力与实践技能操作考核，采用科研与创新素养问卷评定教师对学生科研与创新能力的满意度，采用教学满意度问卷评定学生对老师教学的满意度，并采用改良版迷你临床演练评估量表（Mini-CEX）考察学生的临床实习胜任力。 结果 教学结束后，试验组学生的案例分析能力［（78.32±4.69）分］、实践技能操作考核成绩［（82.41±5.51）分］、教师对学生科研与创新能力的满意度［（75.19±5.13）分］、学生对老师教学的满意度［（85.67±3.10）分］、临床实习胜任力［（5.31±0.57）分］均优于对照组，差异有统计学意义（P＜0.05）。 结论 参与式联合案例式立体教学法能够有效提升儿童作业治疗学见习课程的教学效果，增强学生的案例分析能力、实践技能、科研创新意识和临床胜任力，并提高教学满意度，具有一定的推广价值。 |
| 英文摘要: |
| Objective To evaluate the effectiveness of a participatory teaching approach combined with multidimensional case-based teaching in the clinical clerkship of pediatric occupational therapy for rehabilitation therapy students. Methods A total of 78 rehabilitation therapy students (specializing in pediatric rehabilitation) undertaking their clinical clerkship at the Women and Children′s Hospital of Xiamen University between July 2024 and October 2025 were enrolled as study subjects. Using a random number table, they were assigned to either a control group or an experimental group, with 39 students in each. The control group received traditional teaching methods, while the experimental group received participatory teaching combined with multidimensional case-based teaching. Both groups completed 24 class hours. Post-intervention assessments included case analysis ability and practical skills operation examinations. Additionally, teachers′ satisfaction with students′ research and innovation literacy was evaluated using the Research and Innovation Literacy Questionnaire. Moreover, students′ satisfaction with teaching was assessed via a Teaching Satisfaction Questionnaire, and clinical competency was measured using the modified Mini-Clinical Evaluation Exercise (Mini-CEX). Results Following the intervention, the experimental group demonstrated significantly superior outcomes compared to the control group across all metrics (P<0.05). Specifically, the experimental group achieved higher scores in case analysis ability (78.32 pm 4.69 vs. control), practical skills examination (82.41 pm 5.51), teachers′ satisfaction with research and innovation literacy (75.19 pm 5.13), students′ satisfaction with teaching (85.67 pm 3.10), and clinical competency as measured by Mini-CEX (5.31 pm 0.57). Conclusions The integration of participatory teaching with multidimensional case-based teaching significantly enhances the educational quality of pediatric occupational therapy clerkships. This model effectively improves students′ case analysis capabilities, practical skills, research and innovation awareness, and clinical competency, while also increasing teaching satisfaction. Therefore, it holds considerable potential for broader application in medical education. |
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