目的:手动治疗是康复教育的重要组成部分,然而,缺乏评估这方面学习的模型。本研究旨在建立康复学生手工疗法学习的基础评估模型,基于德尔菲法,并分析了该模型的理论基础和现实意义。
方法:通过文献回顾和理论分析,构建了评估手工疗法学习基础的初步框架。使用Delphi方法,从2024年1月至2024年3月,与康复领域的年轻专家进行了磋商。15名专家完成了三轮咨询。每轮使用Dview软件进行分析,根据专家意见完善和调整指标,最后使用Mindmaster总结所有保留的指标。
结果:三轮问卷的有效回复率为88%,100%,100%,分别。专家熟悉度分为0.91、0.95和0.95分;判断系数分别为0.92、0.93和0.93分;权威系数分别为0.92、0.94和0.94分。在三轮磋商的基础上,建立的模型包括3个主要指标,10个二级指标,17个三级指标,和9个第四纪指标。共确定了24项统计指标,在认知能力类别下有8个,10在实用技能类别下,和6在情感能力类别下。
结论:这项研究开发了一种康复学生手工疗法学习的评估模型,基于德尔菲法。该模型包括覆盖认知能力关键维度的多层次评价指标,实用技能,和情感能力。这些指标为手工治疗教育提供了初步的评价框架,为今后的研究提供了理论基础。
OBJECTIVE: Manual therapy is a crucial component in rehabilitation education, yet there is a lack of models for evaluating learning in this area. This study aims to develop a foundational evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method, and to analyze the theoretical basis and practical significance of this model.
METHODS: An initial framework for evaluating the fundamentals of manual therapy learning was constructed through a literature review and theoretical analysis. Using the Delphi method, consultations were conducted with young experts in the field of rehabilitation from January 2024 to March 2024. Fifteen experts completed three rounds of consultation. Each round involved analysis using Dview software, refining and adjusting indicators based on expert opinions, and finally summarizing all retained indicators using Mindmaster.
RESULTS: The effective response rates for the three rounds of questionnaires were 88%, 100%, and 100%, respectively. Expert familiarity scores were 0.91, 0.95, and 0.95; coefficient of judgment were 0.92, 0.93, and 0.93; authority coefficients were 0.92, 0.94, and 0.94, respectively. Based on three rounds of consultation, the model established includes 3 primary indicators, 10 secondary indicators, 17 tertiary indicators, and 9 quaternary indicators. A total of 24 statistical indicators were finalized, with 8 under the Cognitive Abilities category, 10 under the Practical Skills category, and 6 under the Emotional Competence category.
CONCLUSIONS: This study has developed an evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method. The model includes multi-level evaluation indicators covering the key dimensions of Cognitive Abilities, Practical Skills, and Emotional Competence. These indicators provide a preliminary evaluation framework for manual therapy education and a theoretical basis for future research.