以Kirkpatrick Model初探物理治療實習學生之學習成效

A Preliminary Study on the Learning Outcomes of Physical Therapy Interns Based on the Kirkpatrick Model

目的：過去研究發現傳統的實習評估方法存在一些限制，常常忽略實習過程中的其他影響因素和相關聯性。因此本研究針對Kirkpatrick四層次評估模式中的反應、學習與行為等層次進行實習成效評估分析。方法：本研究參與對象為骨科物理治療實習生，並在十八週實習時程後進行Kirkpatrick Model的成效分析。結果：本研究共有10位骨科物理治療實習生參與，在Kirkpatrick Model的反應層次中，自主學習計畫獲得的滿意度最低；學習及行為層次中，Mini-CEX的臨床判斷在訓練前後較無顯著差異，及評核總表中病歷書寫的分數較其他項目得分低。結論：課程規劃者應將自主學習的內容應與實務課程的時間比例做調整，且可多著重於病歷書寫及臨床判斷的訓練，以提升物理治療實習生在臨床專業能力的表現。

Objectives. Traditional internship evaluation methods have limitations, often ignoring other influencing factors. This study evaluates internship effectiveness using the Kirkpatrick four-level model, focusing on reaction, learning, and behavior.
Methods. Orthopedic physical therapy interns participated in this study. Effectiveness was analyzed using the Kirkpatrick Model after an eighteen-week internship.
Results. Ten orthopedic physical therapy interns participated. Satisfaction with the autonomous learning plan was the lowest at the reaction level. No significant difference was found in clinical judgment of Mini-CEX before and after training. Scores for medical record writing were lower than those for other items.
Conclusion. Course planners should emphasize autonomous learning and adjust the time ratio with practical courses. More focus should be placed on training in medical record writing and clinical judgment to improve the professional performance of physical therapy interns.