八年制医学生物理医学与康复医学方向医工交叉课程改革效果

doi:10.3969/j.issn.1006-9771.2020.12.019

《中国康复理论与实践》 ›› 2020, Vol. 26 ›› Issue (12): 1483-1488.doi: 10.3969/j.issn.1006-9771.2020.12.019

• 康复教育 • 上一篇

八年制医学生物理医学与康复医学方向医工交叉课程改革效果

潘钰^1,²(),徐泉^1,^2,³,吴琼^1,²,李欣^1,²,杨绯^1,²,窦维蓓⁴,季林红³

1.清华大学附属北京清华长庚医院康复医学科,北京市 102218
2.清华大学临床医学院,北京市 100084
3.清华大学智能与生物机械分室/摩擦学国家重点实验室,北京市 100084
4.清华大学电子工程系,北京市 100084

收稿日期:2020-04-21 修回日期:2020-08-03 出版日期:2020-12-25 发布日期:2020-12-30
通讯作者: 潘钰 E-mail:py10335@163.com
作者简介:潘钰(1973-),女,汉族,辽宁瓦房店市人,博士,主任医师,硕士生导师,主要研究方向：神经康复、慢性肌骨疼痛康复。
基金资助:
清华大学研究生教育教学改革项目(201905J028)

Effect of Curricular Reforms of Physical Medicine and Rehabilitation in Medical Engineering Interdisciplinary Crossing on Eight-year Medical Students

PAN Yu^1,²(),XU Quan^1,^2,³,WU Qiong^1,²,LI Xin^1,²,YANG Fei^1,²,DOU Wei-bei⁴,JI Lin-hong³

1. Department of Rehabilitation, Beijing Tsinghua Changgung Hospital, Beijing 102218, China
2. School of Clinical Medicine, Tsinghua University, Beijing 100084, China
3. Division of Intelligent and Bio-mimetic Machinery, The State Key Laboratory of Tribology, Tsinghua University, Beijing 100084, China
4. Department of Electronic Engineering, Tsinghua University, Beijing 100084, China

Received:2020-04-21 Revised:2020-08-03 Published:2020-12-25 Online:2020-12-30
Contact: PAN Yu E-mail:py10335@163.com
Supported by:
Tsinghua University Postgraduate Education and Teaching Reform Project(201905J028)

摘要/Abstract

摘要：

目的观察物理医学与康复医学方向医工交叉课程改革对八年制医学生的学习效果。方法选择2018年至2019年清华大学学习物理医学与康复医学课程的八年制医学实验班的医学生为研究对象,2018年入对照组(n = 20),2019年入观察组(n = 18)。对照组采用常规课程和康复医学专业教师,观察组课程增加神经科学理论和新进展、功能磁共振发展和康复医学领域应用、医学工程新技术和进展,并增加清华大学电子工程系、机械工程系和医学院教师。两组考核均分为理论考核、操作考核和平时考核,观察组在平时考核中增加综述成绩。另设计调查问卷,在观察组开课前和考核后进行调查。结果观察组理论考核、平时考核和总成绩均明显高于对照组(t > 2.694, P < 0.01),两组操作考核成绩无显著性差异( P > 0.05)。观察组对物理医学与康复医学课程的了解程度、对医工交叉/医工转化进展了解程度及设置医工转化课程必要性的评分在课程结束后增加(| Z| > 2.304, P< 0.05)。对康复医学医工交叉和医工转化研究比较感兴趣和非常感兴趣的学生比例从77.78%增加到94.44% (P= 0.222),表示比较可能和非常可能从事康复医学领域医工交叉和医工转化学生比例从61.11%增加到83.33% (P= 0.043)。结论物理医学与康复医学方向医工交叉课程改革能一定程度提高八年制医学生对物理医学与康复医学的学习兴趣,并提高学习成绩。

关键词: 八年制医学生, 课程改革, 医工交叉, 物理医学与康复医学, 调查问卷

Abstract:

Objective To observe the effect of curricular reforms of physical medicine and rehabilitation in medical engineering interdisciplinary on learning of eight-year medical students.Methods The eight-year medical students studying Physical Medicine and Rehabilitation in Tsinghua University in 2018 and 2019 were enrolled into control group (n = 20) and observation group (n = 18), respectively. The control group used routine courses and studied with teachers of rehabilitation medicine; while the observation group added neuroscience theory and new advances, the development of functional magnetic resonance and application in rehabilitation medicine, new technology and progress in medical engineering in the course, and studied with teachers of electronic engineering, mechanical engineering and medicine. Their performances were compared. The observation group was surveyed with self-designed questionaire.Results The performance of paper test, general test and total test were higher in the observation group than in the control group (t > 2.694, P < 0.01). The questionnaire showed that the observation group could better understand the course of Physical Medicine and Rehabilitation and the development of medical engineering interdisciplinary crossing and translational research within physical medicine and rehabilitation, and they thought it was more necessary to study the new course after the curriculum finished ( |Z| > 2.304, P < 0.05). The proportion of students who were interested and very interested in medical engineering interdisciplinary crossing and translational research within physical medicine and rehabilitation increased from 77.78% to 94.44% ( P = 0.222), and the the proportion of students who were probably and very probably engaged in physical medicine and rehabilitation increased from 61.11% to 83.33% (P =0.043).Conclusion The curricular reforms in medical engineering interdisciplinary crossing could raise the interest and improve the test performance of eight-year students with physical medicine and rehabilitation.

Key words: eight-year medical student, curricular reform, medical engineering interdisciplinary crossing, physical medicine and rehabilitation, questionnaire

中图分类号:

R49-4

潘钰,徐泉,吴琼,李欣,杨绯,窦维蓓,季林红. 八年制医学生物理医学与康复医学方向医工交叉课程改革效果[J]. 《中国康复理论与实践》, 2020, 26(12): 1483-1488.

PAN Yu,XU Quan,WU Qiong,LI Xin,YANG Fei,DOU Wei-bei,JI Lin-hong. Effect of Curricular Reforms of Physical Medicine and Rehabilitation in Medical Engineering Interdisciplinary Crossing on Eight-year Medical Students[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2020, 26(12): 1483-1488.

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调查问卷	课程前	课程后	Z值	P值
你是否了解物理医学与康复医学课程?	2.0(2.0,2.0)	3.0(3.0,3.0)	-5.644	< 0.001
以往临床实践中是否应用过物理医学与康复医学治疗方法?	2.0(1.0,2.0)	2.0(1.8,3.0)	-1.792	0.073
你认为今后康复医学发展前景如何?	4.0(3.0,4.0)	4.0(4.0,4.0)	-1.246	0.213
今后工作中你有可能从事康复医学专业吗?	3.0(2.0,3.0)	3.0(3.0,3.0)	-0.791	0.429
今后你可能从事康复医学方向的科学研究吗?	3.0(2.0,3.0)	3.0(3.0,3.0)	-1.139	0.255
你有医工交叉和医工转化方面的学习经历吗?	2.0(1.0,2.0)	2.0(2.0,3.0)	-2.052	0.040
你了解康复医学在医工交叉/医工转化方面的进展吗?	2.0(1.0,2.0)	3.0(2.0,3.0)	-4.365	< 0.001
你认为设置医工交叉/医工转化方面的课程有必要吗?	3.0(3.0,4.0)	4.0(3.0,4.0)	-2.304	0.021
你是否对康复医学领域医工交叉/医工转化工作和研究感兴趣?	3.0(3.0,3.0)	3.0(3.0,4.0)	-1.202	0.230
你是否可能从事康复医学领域医工交叉/医工转化工作和研究?	3.0(2.0,3.0)	3.0(3.0,3.0)	-1.800	0.072
你认为康复医学领域医工交叉/医工转化的课程对今后学习和工作有帮忙吗?	3.0(3.0,4.0)	4.0(3.0,4.0)	-1.323	0.186
你是否对其他医学领域医工交叉/医工转化工作和研究感兴趣?	3.0(3.0,3.0)	3.0(3.0,3.3)	-1.649	0.099
你是否可能从事其他医学领域医工交叉/医工转化工作和研究?	3.0(2.0,3.0)	3.0(3.0,3.0)	-1.029	0.304

组别	n	理论考核	操作考核	平时考核	总成绩
对照组	20	80.33±3.69	96.38±1.28	88.65±5.99	85.22±2.92
观察组	18	86.39±3.71	95.42±1.96	92.92±3.18	89.36±2.47
t值		5.036	-1.806	2.694	4.686
P值		< 0.001	0.079	0.009	< 0.001

八年制医学生物理医学与康复医学方向医工交叉课程改革效果

Effect of Curricular Reforms of Physical Medicine and Rehabilitation in Medical Engineering Interdisciplinary Crossing on Eight-year Medical Students

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