物理治疗学生手法技能教学效果的随机临床试验。

Effective teaching of manual skills to physiotherapy students: a randomised clinical trial.

机构信息

Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Savona, Italy.

Department of Medical and Biological Sciences, University of Udine, Udine, Italy.

出版信息

Med Educ. 2017 Aug;51(8):826-838. doi: 10.1111/medu.13347.

DOI:10.1111/medu.13347

PMID:28699295

Abstract

CONTEXT

To date, despite the relevance of manual skills laboratories in physiotherapy education, evidence on the effectiveness of different teaching methods is limited.

OBJECTIVES

Peyton's four-step and the 'See one, do one' approaches were compared for their effectiveness in teaching manual skills.

METHODS

A cluster randomised controlled trial was performed among final-year, right-handed physiotherapy students, without prior experience in manual therapy or skills laboratories. The manual technique of C1-C2 passive right rotation was taught by different experienced physiotherapist using Peyton's four-step approach (intervention group) and the 'See one, do one' approach (control group). Participants, teachers and assessors were blinded to the aims of the study. Primary outcomes were quality of performance at the end of the skills laboratories, and after 1 week and 1 month. Secondary outcomes were time required to teach, time required to perform the procedure and student satisfaction.

RESULTS

A total of 39 students were included in the study (21 in the intervention group and 18 in the control group). Their main characteristics were homogeneous at baseline. The intervention group showed better quality of performance in the short, medium and long terms (F = 35.91, p < 0.001). Both groups demonstrated decreased quality of performance over time (F = 12.91, p < 0.001). The intervention group reported significantly greater mean ± standard deviation satisfaction (4.31 ± 1.23) than the control group (4.03 ± 1.31) (p < 0.001). Although there was no significant difference between the two methods in the time required for teaching, the time required by the intervention group to perform the procedure was significantly lower immediately after the skills laboratories and over time (p < 0.001).

CONCLUSIONS

Peyton's four-step approach is more effective than the 'See one, do one' approach in skills laboratories aimed at developing physiotherapy student competence in C1-C2 passive mobilisation.

摘要

背景

尽管在物理治疗教育中，手工技能实验室具有重要意义，但不同教学方法的有效性证据有限。

目的

比较 Peyton 的四步教学法和“看一次，做一次”教学法在手技教学中的效果。

方法

对无手疗法或技能实验室经验的最后一年、惯用右手的物理治疗专业学生进行了一项整群随机对照试验。由不同经验丰富的物理治疗师使用 Peyton 的四步教学法（干预组）和“看一次，做一次”教学法（对照组）教授 C1-C2 被动右旋转的手法技术。参与者、教师和评估者对研究目的均设盲。主要结局指标为技能实验室结束时、1 周后和 1 个月后的操作质量。次要结局指标为教学所需时间、操作所需时间和学生满意度。

结果

共有 39 名学生入组研究（干预组 21 名，对照组 18 名）。他们的主要特征在基线时具有同质性。干预组在短期、中期和长期的操作质量均表现更好（F = 35.91，p < 0.001）。两组的操作质量均随时间推移而下降（F = 12.91，p < 0.001）。干预组的满意度评分（4.31 ± 1.23）显著高于对照组（4.03 ± 1.31）（p < 0.001）。尽管两种方法在教学所需时间上无显著差异，但干预组操作所需时间在技能实验室后即刻和随时间推移均显著降低（p < 0.001）。