论文部分内容阅读
目的:探究临床康复学教学中应用多元化教学模式的临床效果与特点。方法:本次实验研究选择的实验对象是2015年10月至2016年8月临床康复学学生186名,并通过随机样表法分为对照与研究两组,每组患者各93例,对照组抽取的对象按照常规教学模式,研究组抽取的临床康复学学生均采用的是多元化教学模式,观察并分析两组临床康复学学生通过不同方法进行教学的效果,包括两组学生通过不同模式教学后其团队参与能力、临床实践能力、分析问题和解决问题的能力等。结果:临床实践能力、团队参与能力、学习兴趣、分析解决问题能力、对教学方法的满意度等指标明显优于对照组采用传统教学模式,且采用多元化教学模式后,研究组临床康复学学生的理论成绩与实践考试成绩分别为89.69±13.35、90.25±16.22分,对照组成绩分别为78.62±9.6、70.87±10.56分,两组数据的差异性较大(P<0.05),具有统计学研究价值。结论:针对临床康复学教学过程中采用多元化的教学模式可以起到较好的效果,能够提高学生的团队参与能力、学习兴趣、解决问题分析问题的能力、临床实践能力以及教学满意度等指标,值得在临床康复学教学中推荐和应用。
Objective: To explore clinical effects and characteristics of applying diversified teaching modes in clinical rehabilitation teaching. Methods: The experimental subjects selected in this study were 186 clinical rehabilitation students from October 2015 to August 2016. They were divided into two groups according to the random sample table: control group and study group, with 93 cases in each group and control group According to the conventional teaching mode, all the clinical rehabilitation students taken by the research group adopted the diversified teaching mode, and observed and analyzed the effects of the clinical rehabilitation students’ teaching through different methods, including two groups of students teaching through different modes After its team participation ability, clinical practice ability, analysis and problem solving ability. Results: The indicators of clinical practice ability, team participation ability, interest in learning, ability to analyze and solve problems, and satisfaction with teaching methods were significantly better than the control group using traditional teaching mode. After adopting diversified teaching mode, the study group clinical rehabilitation students The results of the theoretical and practical examinations were 89.69 ± 13.35,90.25 ± 16.22 points, respectively, the control group scores were 78.62 ± 9.6,70.87 ± 10.56 points, the two groups of data was significantly different (P <0.05), with statistical studies value. Conclusion: The diversified teaching mode in clinical rehabilitation teaching can play a good effect, which can improve students’ ability of team participation, interest in learning, ability to solve problem analysis, clinical practice ability and teaching satisfaction , It is worth recommending and applying in clinical rehabilitation teaching.