The application of standardized patient simulation combined with micro-teaching method in the clinical teaching of rehabilitation therapy technology students Action research
标准化患者模拟联合微格教学法在康复治疗技术专业学生临床带教中的作用研究

摘要

目的 探讨标准化患者模拟联合微格教学法在康复治疗技术专业学生临床带教中的作用。方法本次研究需要使用到的研究方法包括抽样调查法和分组研究法，首先进行抽样，抽样时间为2020年1月到2021年1月，抽样对象为这时期在我院实习的康复治疗技术专业的学生，抽样数量为66，1/2学生采用常规教学方法，纳入对照组，剩余1/2学生采用标准化患者模拟联合微格教学法纳入实验组，从学生理论、实践考核成绩两个方面来进行分析和比较。结果 首先对比实验组和对照组患者的理论成绩，实验组学生理论分数为（92.35±4.21）分，对照组学生理论分数为（67.10±6.22）分，可见实验组学生的理论考核成绩更好（P＜0.05）；然后对比实验组和对照组患者的实践成绩，实验组和对照组学生实践分别为（86.88±3.22）分和（62.33±4.25）分，可见实验组学生的分数更高（P＜0.05）。结论 与常规教学方法相比，标准化患者模拟联合微格教学法的教学效果更好，对于康复治疗技术专业的学生理论知识和时间水平的提升具有积极作用。

Abstract

Objective To explore the role of standardized patient simulation combined with micro-teaching method in the clinical teaching of rehabilitation therapy technology students.
Methods The research methods to be used in this study include sampling survey method and group study method. Sampling is carried out first, and the sampling time is from January 2020 to January 2021. The sampling object is the rehabilitation therapy technology practiced in our hospital during this period. Major students, the sampling number is 66, 1/2 of the students adopted the conventional teaching method and were included in the control group, and the remaining 1/2 of the students adopted the standardized patient simulation combined with the micro-teaching method to be included in the experimental group. to analyze and compare.
Results The theoretical scores of the experimental group and the control group were compared first. The theoretical scores of the experimental group students were (92.35±4.21) points, and the theoretical scores of the control group students were (67.10±6.22) points. It can be seen that the students in the experimental group scored better in theoretical assessment. (P<0.05); then compared the practical scores of the experimental group and the control group, the students in the experimental group and the control group scored (86.88±3.22) and (62.33±4.25) points in practice respectively. It can be seen that the scores of the students in the experimental group were higher ( P < 0.05).
Conclusion   Compared with conventional teaching methods, the teaching effect of standardized patient simulation combined with micro-teaching method is better, and it has a positive effect on the improvement of theoretical knowledge and time level of students majoring in rehabilitation therapy technology.