暑期小学期临床实践教学对康复治疗学专业学生共情能力培养的实践研究

doi:10.3969/j.issn.1006-9771.2026.01.013

摘要/Abstract

摘要：

目的探索以“暑期小学期”为载体的集中式临床实践教学模式，并通过混合研究方法验证其在提升康复治疗学专业学生共情能力和沟通效能方面的有效性。

方法 2025年6月至7月，选取南昌医学院康复治疗学专业大二学生40例，在暑期小学期开展为期1周的沉浸式临床实践教学。采用行动研究范式，结合单组前后测实验设计和质性研究方法。量性研究采用中文版《杰弗逊共情量表-医学生版》(JSE-HP)评估共情能力变化。质性研究通过半结构化焦点小组访谈和结构化反思日记，深入挖掘学生在共情认知、情感整合和职业认同方面的体验与转变。

结果教学干预后，学生JSE-HP总分和各维度(观点采择、怜悯关怀、换位思考)得分均明显提升(t < -3.69, P < 0.01)。质性分析提炼出诊疗范式重构、情感-认知整合和专业认同升华3个核心主题。

结论以“临床浸润-叙事反思-跨学科协作-形成性评价”为架构的暑期小学期临床实践教学模式，有效实现了共情能力的具身化培养，不仅弥合理论与临床鸿沟的实践桥梁，更是推动学生从技术执行者向人文关怀者角色转型的教育催化场。该模式契合WHO康复胜任力架构，为医学人文教育的系统化改革提供了可复制、可推广的实践方案。

关键词: 康复治疗学, 共情能力, 实践教学, 暑期小学期, 医学人文教育, 康复胜任力架构

Abstract:

Objective To explore an centralized clinical practice teaching model delivered via a summer short-term semester, and to examine its effectiveness on empathy and communication efficacy among undergraduate students majoring in rehabilitation therapy through a mixed-methods design.

Methods From June to July, 2025, forty second-year rehabilitation therapy undergraduates from Nanchang Medical College participated in a one-week immersive clinical practice during the summer short-term semester. An action research framework integrating a one-group pre-post experimental design and qualitative research methods were adopted. Quantitative data were collected using the Chinese-Adapted Jefferson Scale of Empathy-Medical Student Version (JSE-HP) to assess changes in empathy. Qualitative data were obtained through semi-structured focus group interviews and structured reflective journals to investigate students' experiences and transformations in empathic cognition, emotional integration and professional identity.

Results After the teaching intervention, students demonstrated significant improvements in the total score of JSE-HP and all subdimensions (perspective taking, compassionate care and standing in the patient's shoes) (t < -3.69, P< 0.01). Qualitative analysis yielded three core themes: reconstruction of clinical reasoning paradigms, emotional-cognitive integration and elevation of professional identity.

Conclusion Summer short-term semester clinical practice model, structured around “clinical immersion, narrative reflection, interprofessional collaboration and formative assessment”, effectively facilitates embodied cultivation of empathy. This model not only bridges the gap between theory and clinical practice, but also serves as an educational catalyst for students' transformation from technical performers to humanistic caregivers. It aligns with the core concepts of the World Health Organization rehabilitation competency framework, offering a replicable and scalable approach to advancing systematic reform in medical humanities education.

Key words: rehabilitation therapy, empathy, practical teaching, summer short-term semester, medical humanities education, rehabilitation competency framework

中图分类号:

R49-4

胡龙, 余航. 暑期小学期临床实践教学对康复治疗学专业学生共情能力培养的实践研究[J]. 《中国康复理论与实践》, 2026, 32(1): 117-124.

HU Long, YU Hang. Effect of summer short-term clinical practice teaching on empathy ability in rehabilitation therapy students[J]. Chinese Journal of Rehabilitation Theory and Practice, 2026, 32(1): 117-124.

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时间	周一	周二	周三	周四	周五
上午8：00—12：00	开营仪式前测评估模块1	模块1	模块3	模块1	模块3
下午14：00—17：30	模块2	模块2	模块2	模块2	模块4 结营仪式
晚上19：00—21：00	模块4	模块4	模块4	模块4	焦点小组访谈

变量		n	测试	$\stackrel{-}{x}\pm s$	t值	P值	Cohen's d
共情总分		40	前测	85.48±8.40	-10.077	0.002	1.59^a
			后测	110.05±12.94
	干预前后均值差			-24.58±10.67	-14.561	< 0.001
观点采择		40	前测	42.86±4.64	-10.056	0.003	1.59^a
			后测	56.40±7.13
	干预前后均值差			-13.53±6.57	-13.018	< 0.001	1.21^a
怜悯关怀		40	前测	26.50±3.67	-7.655	< 0.001
			后测	35.65±6.61
	干预前后均值差			-9.15±6.05	-9.567	< 0.001
换位思考		40	前测	16.10±2.77	-3.708	0.002	0.59^b
			后测	18.00±1.68
	干预前后均值差			-1.90±3.26	-3.690	0.001

量性维度与变化	关联质性主题	典型叙述证据	整合解释
观点采择维度得分明显提升 (P < 0.01)	诊疗范式重构:从看病到看人	以前只关注关节活动度数值，现在会先问“不能动给您生活带来哪些困扰?” 评估表上的分数突然有了具体意义：那代表患者不能自己上厕所的窘迫	量性指标的提升对应质性分析发现的视角转变，表明学生已建立功能限制-生活影响的双维评估框架，实现从生物医学模式向生物-心理-社会模式的转变
怜悯关怀与换位思考维度得分明显提升(P < 0.01)	情感-认知整合：温暖而专业的距离	共情不是一起哭，而是说“我懂你的难处，并且我有办法帮你” 教师示范的那句“这确实很煎熬，所以我们更要做...”成了我的沟通模板	情感维度得分的提升反映学生已掌握“确认-转化”的共情技术(情感确认—专业引导)，在保持临床客观性的同时实现有效情感联结，印证了温暖而专业的距离这一质性主题
JSE-HP总分明显提升(P < 0.01)	专业认同升华：康复治疗师的价值感	当患者按我的指导完成动作并惊呼“原来可以这样！”时，我看到了专业知识的温度我不再只是技术操作者，而是能改变患者认知的健康翻译官	高临床改善对应质性分析发现的职业认同转变，表明共情能力提升与专业身份建构存在协同效应，验证了具身化共情培养模式的有效性