分阶段工作站模式在骨科术后康复实训教学中的应用与评价
Journal: Educational Research DOI: 10.32629/er.v9i5.7062
Abstract
目的：探讨分阶段工作站模式在骨科术后康复实训课程中的应用效果。方法：以某高校康复治疗学本科生为对象，在“肌骨康复二（实训）”课程中实施分阶段工作站教学模式，课后采用结构化问卷进行匿名调查并收集开放式反馈，采用描述性统计与主题归纳法分析数据。结果：回收有效问卷55～58份。课程整体满意度较高，核心指标均超4分（满分5分），81.8%的学生认为新模式优于传统模式；技能掌握度中功能活动指导与评估能力得分最高（3.84/5），个性化方案设计最低（3.34/5）；康复信心指数为5.91/10。质性分析显示学生认可该模式构建系统化康复思维的价值，但反映出教师指导分配不均与模拟真实性不足等问题。结论：该模式有效提升了学生的系统化认知与操作技能，但高阶临床决策能力培养仍有提升空间，建议引入标准化病人与数字化教学资源，推动实训教学向临床胜任力导向转型。
Keywords
分阶段工作站模式；骨科术后康复；实训教学；康复治疗学；混合方法
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[5] American Physical Therapy Association. A normative model of physical therapist professional education: Version 2004[M]. Alexandria, VA: APTA, 2004.
[6] Kneebone R. Simulation in surgical training: Educational issues and practical implications[J]. Medical Education, 2003, 37(3): 267-277.
[7] Alinier G, Hunt B, Gordon R, et al. Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education[J]. Journal of Advanced Nursing, 2006, 54(3): 359-369.
[8] Jonassen D H, Land S M. Theoretical foundations of learning environments[M]. 2nd ed. New York: Routledge, 2012.
[9] Kolb D A. Experiential learning: Experience as the source of learning and development[M]. 2nd ed. Upper Saddle River, NJ: Pearson Education, 2015.
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[15] Harden R M, Gleeson F A. Assessment of clinical competence using an objective structured clinical examination (OSCE)[J]. Medical Education, 1979, 13(1): 41-54.
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