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

Abstract

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

CLC Number:

R49-4

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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References 20

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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

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

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