病例分析教学在肌肉骨骼康复学临床实践教学中的应用

目的 探讨病例分析教学和传统教学在康复治疗学专业学生肌肉骨骼康复学临床实践教学中的应用效果。方法 选取83名2011级康复治疗学专业学生进行肌肉骨骼康复学的临床实践教学（共12学时）。其中针对一班41名学生采用传统教学；针对二班42名学生采用病例分析教学，以小组为单元。进行临床病例分析、实践操作及病例讨论。学习结束后对两组学生进行理论考试、实践操作考试和问卷调查；应用SPSS19．0进行数据分析，定量资料均以（x±s）表示，两组间行配对t检验。结果 采用病例分析教学的二班学生的理论成绩为（83．37±5．59）分，优于一班的（80．85±6．98）分，但差异无统计学意义（P=0．056）。而在实践操作成绩方面二班（72．65±8．05）分优于一班（66．49±12．86）分，且差异有统计学意义（P=0．024）。问卷调查结果表明，二班学生对病例分析教学的各项满意度均高于一班对传统教学的满意度，差异有统计学意义（P〈0．05）。结论 病例分析教学在肌肉骨骼康复学临床实践教学中应用效果优于传统教学．可推广至康复治疗专业的其他临床课程教学。

The application of case analysis learning in the clinical practice teaching of musculoskeletal rehabilitation

Objective To explore the applications of case analysis learning and traditional teaching method in clinical practice teaching effect for students majoring rehabilitation therapy in the course of musculoskeletal rehabilitation. Methods 83 program students of Rehabitation Therapeutics in grade 2011 were chosen to participate in the clinical practice teaching in the course of museu- loskeletal rehabilitation of 12 credit hours. Class 1 was taught by the traditional teaching method, while Class 2 was taught by the ease analysis learning, making clinical ease analysis, practical operation and case discussion working as teams. After learning, we made an analysis of two classes through the form of theory examination, practical operation and the questionnaire. The evaluation scores were shown by （x ＋ s ）and comparison was made between the two groups with t test after SPSS software for statistical analysis. Results Taught by the case analysis, the theoretical performance of Class 2 was （83.37 ± 5.59）, better than Class 1 （80.85 ± 6.98）, but the difference was not statistically significant （P=0.056）, but in the practice operation the achievements of Class 2 were （72.65± 8.05） points better than Class 1 （66.49 ± 12.86）, and the difference was statistically significant（P=0.024）. The survey results showed that in Class 2 which adopted case analysis teaching, students＇ satisfaction was higher than that of Ciass 1 which kept traditional teaching, and the difference was statistically significant（P〈0.05）. Conclusion Case analysis teaching in musculoskeletal rehabilitation application effect is better than the traditional teaching in clinical practice teaching and can be extended to other clinical teaching of rehabilitation therapy specialty.