Burnett C N, Pierson F M
Division of Physical Therapy, School of Allied Medical Professions, Ohio State University, Columbus, OH 43210-1234.
Phys Ther. 1988 Sep;68(9):1381-5. doi: 10.1093/ptj/68.9.1381.
The purposes of this article are 1) to describe a series of classroom activities emphasizing problem-solving skills that was designed for physical therapy students in their first year of professional course work and 2) to examine the students' initial attitudes toward the learning experiences. Simulated patient information was presented in writing, on videotape, or by role-playing. Students defined the case problem, developed and ranked clinical problems, set goals, and considered treatment possibilities. Completion of a problem-oriented "subjective, objective, assessment, plan" patient-status note, based on the information derived from the problem-solving activities, was part of the learning experience. Changes in course design that were made during a three-year period are identified. A discussion of the difficulties related to student acceptance of and interest in problem-solving activities is included.
1）描述一系列为物理治疗专业一年级学生设计的、强调解决问题能力的课堂活动，2）考察学生对这些学习经历的初始态度。模拟患者信息通过书面、录像或角色扮演的方式呈现。学生们定义病例问题、制定并排列临床问题的优先级、设定目标并考虑治疗可能性。基于从解决问题活动中获得的信息，完成一份以问题为导向的“主观、客观、评估、计划”患者状态记录，这是学习经历的一部分。确定了三年期间课程设计的变化。还包括对与学生接受和参与解决问题活动相关困难的讨论。
