目的 探究国际功能、残疾和健康分类(international classification of functioning，disability and health，ICF)引导的案例教学(case-based learning，CBL)在康复医学专业本科实习教学的应用研究。方法 按ICF引导的CBL教学实行时间(2023年2月)为节点，将2023年2月前实习的55名学生纳入对照组，接受常规带教;2023年2月后实习的54名学生纳入观察组，接受ICF引导的CBL教学。评价教学前、后两组学生考核成绩、专业认同度、学习适应度、沟通能力、批判性思维等指标。采用SPSS 23。0进行t检验和χ2检验。结果 教学后，两组学生考核成绩、专业认同度、学习适应度、沟通能力、批判性思维评分均显著升高，观察组考核成绩总分高于对照组[(166。01±14。21)vs。(150。19±13。73)]，观察组学生专业认同度评分高于对照组[(124。50±12。73)vs。(103。94±10。42)]，观察组学生学习适应度评分高于对照组[(71。93±7。43)vs。(57。69±6。71)]，观察组学生沟通能力评分高于对照组[(23。77±4。21)vs。(19。97±3。94)]，观察组护生批判性思维评分显著高于对照组[(150。03±11。20)vs。(129。38±10。57)]，差异均有统计学意义。结论 ICF引导的CBL教学有助于提高康复医学专业本科生的专业认同度和学习适应性，增强其与患者的沟通能力和批判性思维能力，提升其专业理论知识和实操能力，是康复医学专业本科实习教学的有益探索。
Research on application of ICF-guided case-based learning in teaching internship of rehabilitation medicine undergraduates
Objective To explore the application of case-based learning(CBL)guided by the International Classification of Functioning,Disability and Health(ICF)in teaching internship of rehabilitation medicine undergraduates.Methods According to the implementation time of ICF-guided CBL teaching(February 2023),55 students who interned before February 2023 were included in the control group and received routine teaching,and 54 students who interned after February 2023 were enrolled in the observation group and received ICF-guided CBL teaching.The assessment score,professional identity score,learning adaptability score,communication ability score,and critical thinking score were evaluated before and after teaching.SPSS 23.0 was used for t-test and chi-square test.Results After teaching,the assessment score,professional identity score,learning adaptability score,communication ability score,and critical thinking score of both groups of students significantly increased.Compared with the control group,the observation group showed significantly higher assessment score[(166.01±14.21)vs.(150.19±13.73)],professional identity score[(124.50±12.73)vs.(103.94±10.42)],learning adaptability score[(71.93±7.43)vs.(57.69±6.71)],communication ability score[(23.77±4.21)vs.(19.97±3.94)],and critical thinking score[(150.03±11.20)vs.(129.38±10.57)].Conclusions ICF-guided CBL teaching can help to improve the professional identity and learning adaptability of rehabilitation medicine undergraduates,enhance their skill of communication with patients and critical thinking ability,and increase their professional theoretical knowledge and practical ability.Therefore,ICF-guided CBL is a beneficial exploration of teaching internship of rehabilitation medicine undergraduates.
Rehabilitation medicineUndergraduateCase-based learningICF theory
NETL
NSTL
万方数据
