基于康复胜任力架构对北京市康复治疗师规范化培训效果的分析

doi:10.3969/j.issn.1006-9771.2023.10.017

Abstract

Abstract:

Objective To analyze the effect of standardized training on post competency of rehabilitation therapists, based on World Health Organization rehabilitation competency framework (RCF), and combined with the characteristics of rehabilitation and the requirements of standardized training in China.
Methods From 2018 to 2022, a total of 30 rehabilitation therapists who participated in the standardized training were selected. Before and after the standardized training, the closed-book theoretical assessment and Mini-clinical Evaluation Exercise (Mini-CEX) assessment were carried out, and a 360-Degree Evaluation scale was distributed to their teachers, peers and patients. Through multi-dimensional post competency analysis, the data obtained from the scales were combined with the five dimensions of basic theoretical knowledge, clinical practice ability, medical humanities literacy, scientific research and teaching ability, and organizational management ability to analyze the effect of standardized training on post competency of rehabilitation therapists.
Results After training, the therapists improved in theory and case analysis (Z > 2.716, P < 0.05). They also improved in medical interview skills, physical examination, humane care/professionalism, clinical judgment ability and overall clinical level (Z > 2.162, P < 0.05) according to Mini-CEX. The medical ethics, daily work, management ability, social ability, interpersonal communication ability, basic professional ability and operation ability improved (Z > 1.978, P < 0.05) according to the 360-Degree Evaluation scale. The effect of standardized training was significant in basic theoretical knowledge, clinical practice ability and medical humanities literacy by the post competency analysis model.
Conclusion The effect of standardized training of rehabilitation therapists is significant, and the therapists can be competent for daily work in diagnosis and treatment after training.

Key words: rehabilitation therapist, standardized training, competency

CLC Number:

R49-4
G726

YE Miao, LIANG Yixiong, HUANG Qiuchen, YU Lili, HU Chunying, ZHANG Hao. Effect of standardized training of rehabilitation therapists in Beijing based on rehabilitation competency framework[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(10): 1233-1240.

Figures/Tables 7

References 36

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项目		n	项目		n
性别	男	12	生源地	北京	20
	女	18		外地	10
学历	本科	24	医院性质	三级	8
	硕士	6		二级	12
年龄/岁	20~25	28		一级	10
	26~30	2	有无初级职称证	有无	3
	26~30	2	有无初级职称证	有无	27

时间	n	基础理论	病例分析
规培前	30	38.00(34.75, 39.25)	36.00(35.00, 37.00)
规培后	30	38.50(35.75, 40.00)	39.00(37.00, 40.00)
Z值		2.716	4.272
P值		0.007	< 0.001

时间	n	医学面谈技巧	体格检查技巧	人道关怀/ 专业素养	临床判断能力	咨询、建议/交流沟通能力	组织能力和效率	总体临床能力
规培前	30	4.50(4.00, 6.00)	3.00(3.00, 6.00)	4.00(3.00, 6.00)	4.00(3.00, 6.25)	5.00(3.00, 6.00)	5.00(4.75, 6.00)	5.00(3.00, 6.00)
规培后	30	6.00(4.00, 6.25)	6.00(5.00, 7.00)	6.00(5.00, 7.00)	6.00(4.00, 6.00)	6.00(4.00, 6.00)	6.00(4.75, 6.25)	6.00(5.00, 7.00)
Z值		2.162	4.344	2.605	2.302	1.408	0.534	2.796
P值		0.031	< 0.001	0.009	0.021	0.159	0.593	0.005

时间	n	医德医风	日常工作	管理能力	科研能力
规培前	30	18.00(17.00, 19.00)	18.00(17.00, 20.00)	5.00(4.00, 5.25)	6.00(4.00, 7.00)
规培后	30	19.00(18.00, 20.00)	29.00(28.00, 31.00)	6.00(5.00, 6.25)	6.00(5.00, 7.25)
Z值		2.258	4.794	2.744	1.524
P值		0.024	< 0.001	0.006	0.127

时间	n	社会能力	人际沟通能力	职业基本能力	职业素养	运筹能力	工作表现
规培前	30	4.50(3.00, 5.00)	5.50(4.75, 6.00)	8.50(7.00, 11.00)	10.50(9.00, 12.00)	5.00(4.00, 6.00)	16.50(16.00, 17.00)
规培后	30	7.00(5.00, 8.00)	6.00(5.00, 7.00)	12.00(10.00, 15.00)	12.00(9.50, 14.00)	7.00(5.00, 8.00)	17.00(16.00, 17.00)
Z值		3.929	1.978	4.214	1.760	2.907	1.355
P值		< 0.001	0.048	< 0.001	0.078	0.004	0.176

Effect of standardized training of rehabilitation therapists in Beijing based on rehabilitation competency framework

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RCF领域	胜任力	项目维度	岗位胜任力	评测指标
学习和发展	能为团队提供各种支持; 制定自我培训计划，并定期参与培训; 终身学习、自主学习、监督和培训他人	基础理论知识	继续学习并掌握康复相关基础知识和操作技能; 支持他人学习和发展; 加强教育和培训工作	闭卷理论考核; 面对面交谈; 360度评价量表(同行)
实践	工作中主动寻求治疗师指导; 遵循康复治疗方案进行治疗; 具有康复治疗基本知识和技能; 能够与患者及其家属进行沟通	临床实践能力	掌握医学面谈技巧; 体格检查技巧; 临床判断能力; 能够完成日常诊疗工作; 与患者交流沟通，提供咨询和建议	Mini-CEX; 360度评价量表(带教老师和同行)
专业精神	工作中主动寻求治疗师指导; 制定标准康复治疗流程; 撰写相关记录、报告; 具有康复治疗基本知识和技能	医学人文素养	了解国家政策、法律法规要求，有良好的医德医风，遵守职业道德规范; 具有专业精神和态度; 团结协作，勇于担当; 人文关怀、沟通及突发事件管理	Mini-CEX; 360度评价量表(带教老师和患者)
研究	将康复治疗指南应用于实际; 应用经验评估实践并提供证据; 能够参与相关基础和临床研究	科研教学能力	参加科研学术交流、文献汇报等活动; 进行科研活动的设计、实施、传播和研究工作	360度评价量表(带教老师); 文章和学术交流活动
管理和领导力	能够为团队工作提供贡献; 资源的科学采购和合理配置; 组织开展康复指导和教育工作	组织管理能力	管理和监测康复治疗工作; 组织、管理、人际沟通、运筹等方面能力	Mini-CEX; 360度评价量表(带教老师和同行)

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