【摘要】 目的 评价能力本位教学模式在康复治疗学专业中的应用效果。方法 选取2020年9月—2023年6月潍坊医学院2018、2019级康复治疗学专业的159名学生为研究对象，以不同教学模式分为两组，2018级的80名学生为参照组，2019级的79名学生为观察组，分别实施常规教学模式、能力本位教学模式，对比不同教学模式对学生教学满意度、期末考试成绩及学习效果的影响。结果 与参照组相比，观察组学生教学总满意度更高，差异有统计学意义（P<0.05）；与参照组相比，观察组期末理论考核成绩及实践技能考核成绩均更高，差异有统计学意义（P均<0.05）；与参照组相比，观察组学习兴趣（8.24±1.14）分、表达能力（8.24±1.23）分、自主学习能力（8.32±1.05）分、知识扩展程度（9.02±0.74）分、灵活运用知识（9.03±0.64）分均更高，差异有统计学意义（t=3.124、3.139、2.687、3.280、2.662,P均<0.05）。结论 能力本位教学模式有助于提高康复治疗学专业学生教学满意度、期末考试成绩及临床能力，便于其未来到工作岗位上更好地适应临床工作。更多还原

【Abstract】 Objective To evaluate the application effect of competency-based teaching model in rehabilitation therapy specialty. Methods From September 2020 to June 2023, 159 students majoring in rehabilitation therapy in the Weifang Medical College were selected as the research objects and divided into two groups according to different teaching modes. 80 students from grade 2018 were selected as the reference group, and 79 students from grade 2019were included in the observation group. Conventional teaching mode and competency-based teaching mode were respectively implemented to compare the influence of different teaching modes on students’ teaching satisfaction, final examination scores and learning effects. Results Compared with the reference group, the total teaching satisfaction of the observation group was higher, and the difference was statistically significant(P<0.05). Compared with the reference group, the final scores of the observation group were higher in the theoretical assessment and practical skills assessment, and the differences were statistically significant(both P<0.05). Compared with the reference group, the observation group had higher scores of learning interest(8.24±1.14) points, expression ability(8.24±1.23) points, independent learning ability(8.32±1.05) points, knowledge expansion degree(9.02±0.74) points and flexible use of knowledge(9.03±0.64) points, and the differences were statistically significant(t=3.124, 3.139, 2.687, 3.280, 2.662, all P<0.05). Conclusion The competency-based teaching model is helpful to improve the teaching satisfaction, final examination scores and clinical ability of rehabilitation therapy major students, which is convenient for them to better adapt to clinical work in the future.更多还原