【摘要】 目的 探讨基于Team STEPPS理论的多专业密室逃脱教学法在康复医学科临床带教中的应用效果。方法 选取2024年6月至12月在山西医科大学第一医院康复科实习的护理、康复治疗、临床专业的学生共120名，按入科先后顺序编号分为对照组和试验组，每组60名。对照组采用康复科常规临床实践教学方案，试验组在对照组基础上，采用基于Team STEPPS理论的多专业密室逃脱教学法。比较两组批判性思维能力、自我效能和出科考试成绩。结果 教学前，两组认知思维、理性思维、系统思维得分和总分比较，差异无统计学意义（P>0.05）；教学后，试验组认知思维、理性思维、系统思维得分和总分均高于教学前及对照组（P<0.05）。教学前，两组自我效能感得分比较，差异无统计学意义（P>0.05）；教学后，试验组自我效能感得分高于教学前和对照组（P<0.05）。教学后，试验组基础知识、技能操作和综合能力评分均高于对照组，差异有统计学意义（P<0.05）。结论基于Team STEPPS理论的多专业密室逃脱教学法应用于康复科可有效提升临床教学效果。更多还原

【Abstract】 Objective To explore the application effect of multi-professional escape room teaching method based on Team STEPPS theory in clinical teaching of rehabilitation medicine. Methods A total of 120 nursing, rehabilitation treatment, and clinical students who interned in Rehabilitation Department of First Hospital of Shanxi Medical University from June to December 2024 were selected and divided into the control group and the experimental group according to order of enrollment, with 60 students in each group. The control group adopted routine clinical practice teaching plan of rehabilitation department, while the experimental group adopted multi-professional escape room teaching method based on Team STEPPS theory on the basis of the control group. Critical thinking ability, self-efficacy, and exit exam scores of the two groups were compared. Results Before teaching, there were no statistically significant differences in cognitive thinking,rational thinking, and systematic thinking scores and total scores between the two groups(P>0.05); after teaching, cognitive thinking, rational thinking, and systematic thinking scores and total scores in the experimental group were higher than before teaching and those in the control group(P <0.05). Before teaching, there was no statistically significant difference in self-efficacy scores between the two groups(P>0.05); after teaching, self-efficacy score of the experimental group was higher than before teaching and that of the control group(P<0.05). After teaching, basic knowledge, skill operation, and comprehensive ability scores in the experimental group were higher than those in the control group, and the differences were statistically significant(P<0.05). Conclusion Multi-professional escape room teaching method based on Team STEPPS theory applied in rehabilitation department can effectively improve effect of clinical teaching.更多还原