臨床推理與決策分析(二)

1. 神經肌肉系統傷病之臨床推理 2. 分組討論:神經肌肉系統傷病 3. 模擬案例之技巧練習:神經肌肉系統傷病評估與治療 4. 高齡個案之臨床推理 5. 分組討論:高齡個案 6. 呼吸循環系統傷病之臨床推理 7. 分組討論:呼吸循環系統傷病 8. 兒童個案之臨床推理 9. 分組討論:兒童個案 10. 學習與反思 1. Clinical Reasoning in Neurological Disorders 2. Small Group Tutorial Sessions: Neurological Disorders 3. Laboratory Session for the Case Study: Evaluation and Treatment of Neurological Disorders 4. Clinical Reasoning in Geriatric Clients 5. Small Group Tutorial Sessions: Geriatric Clients 6. Clinical Reasoning in Pediatric Clients 7. Small Group Tutorial Sessions: Pediatric Clients 8. Clinical Reasoning in Cardiopulmonary Disorders 9. Small Group Tutorial Sessions: Cardiopulmonary Disorders 10. Laboratory Session for the Case Study: Evaluation and Treatment of Cardiopulmonary Disorders 11. Learning and Reflection

臨床推理與決策分析課程以問題導向式教學法,以模擬臨床案例之教案,讓學生分小組做深度討論,培養學生評析思考以及終身學習能力。臨床推理與決策分析(二)將整合病理學、臨床醫學、日常生活功能訓練與輔具應用、基礎輔具評估學、影像診斷學、臨床藥物學、神經物理治療學、呼吸循環物理治療學、高齡物理治療學、兒童物理治療學、實證醫學概論等課程,著重在神經系統、呼吸循環系統之綜合案例討論。授課方式包括三個部分:課堂授課、小組討論以及模擬案例之臨床技巧練習。問題導向式教學法以模擬實際案例作為教案,每一小組均有一位導師(tutor)作為催化者(facilitator),引導小組針對相關的教案做深入討論,盼透過實際問題,幫助學生以小組合作方式解決臨床問題,達到課程目標。另外,也強調與教案相關之臨床技巧的練習。這些學習活動目標在於藉由群組共同學習的方式,讓學生達到融會貫通基礎與臨床醫學、科學原理、物理治療專業知能,並能考量心理社會因子之影響,學習以全人照護為導向之物理治療專業行為。 學生在修習完本課程後,應具有以下能力: 1. 能夠參與小組討論、執行分配之工作。 2. 展現主動學習的精神以及負責的學習態度。 3. 能夠查詢、評估、統整與案例相關的資料。 4. 發展溝通與反思能力,增進評析判斷之能力。 5. 能夠設計並執行完整且適當的評估與治療技能。 This course is designed to cultivate the critical thinking and lifelong learning ability through the problem-based learning methodology in which groups work through each case study to integrate prior knowledge and identify areas for further study. In this semester, Clinical Reasoning and Decision Making (II) will focus on discussing the evaluation and management for patients with neurological or cardiopulmonary disorders by integrating pathology, clinical medicine, functional training, assistive technology, diagnostic imaging, clinical pharmacology, neurological physical therapy, cardiopulmonary physical therapy, geriatric physical therapy and pediatric physical therapy. Three pedagogical elements including lectures, small group tutorial sessions, and laboratory sessions will be utilized. In the small group tutorials, students work within groups that include a single faculty tutor whose role is primarily that of facilitator. Tutorial groups work through case studies that have been carefully crafted to address clinical problems designed to assist students in meeting educational objectives. Within the laboratory sessions, students test their ideas about how to solve patient problems, and learn skills in patient screening, diagnosis, goal planning, intervention, referral to other professionals, and outcome assessment. The laboratories are designed to complement the case studies being discussed in the tutorial sessions. These learning activities address basic and clinical sciences, psychosocial issues, professional practice considerations, and concepts of scientific inquiry. The group skills developed and the learning issues addressed provide students with a basis for evolving into a holistic healthcare practitioner. Upon completion of this course, students should be able to: 1. Participate in small group discussion and perform the assigned duties. 2. Demonstrate the spirit of active learning and responsible learning attitude 3. Locate, access, evaluate and organize evidence relevant to the case study 4. Develop skills in communication and reflection, and enhance the critical thinking ability 5. Design and perform comprehensive and appropriate evaluation and treatment programs.

自訂講義