| 张润,张全兵,王德媛,阚秀丽,李静,王永召,周云.课程思政结合以问题为导向教学法在关节松动技术临床教学中的应用探索[J].中国康复,2025,40(11):694-698 |
| 课程思政结合以问题为导向教学法在关节松动技术临床教学中的应用探索 |
| Application of curriculum ideology and politics combined with problem-based learning in clinical teaching for joint mobilization |
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| DOI：10.3870/zgkf.2025.11.010 |
| 中文关键词: 课程思政 以问题为导向教学法 关节松动技术 临床教学 |
| 英文关键词: curriculum ideology and politics problem-based learning joint mobilization clinical teaching |
| 基金项目:安徽省2022年高等学校省级质量工程项目（2022jyxm746）；安徽省2023年高等学校省级质量工程项目（2023jyxm1129） |
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| 中文摘要: |
| 目的：观察课程思政结合以问题为导向教学法（PBL）对关节松动技术临床教学效果的影响。方法：选取2024年6月~2025年5月于我院康复医学科康复治疗中心实习的本科康复治疗学专业实习生50人，用随机数字表法将其随机分为观察组和对照组，各25人。对照组按照传统带教模式进行教学，观察组按照课程思政结合PBL模式进行教学。2组分别在教学前和教学4周后对理论知识和实践能力考核成绩进行评价，在教学4周后采用学生自我评价问卷调查，标准化病人评价对学生的满意分值。结果：教学4周后，2组学生的理论知识和实践能力考核成绩较教学前均明显提高（P<0.01）；观察组学生的理论知识和实践能力考核成绩、标准化病人满意分值均明显高于对照组（P<0.01）；观察组学生问卷调查中的学习兴趣、自主学习能力、临床思维和推理能力、沟通能力、临床实践自信心的提高程度得分和总分较对照组均明显提高（P<0.01）。结论：课程思政结合PBL可显著提高关节松动技术的临床教学效果，可激发学生的学习兴趣和自主学习能力，利于学生临床思维和推理能力以及沟通能力的培养，可显著提高学生将理论运用于临床实践中的自信和病人的满意分值。 |
| 英文摘要: |
| Objective: To observe the impact of curriculum ideology and politics combined with problem-based learning (PBL) on the clinical teaching effect for joint mobilization. Methods: Fifty undergraduate interns majoring in rehabilitation therapy who practiced in the Rehabilitation Therapy Center of the Department of Rehabilitation Medicine in our hospital from June 2024 to May 2025 were selected. They were randomly divided into an experimental group and a control group by the random number table method, with 25 interns in each group. The control group was taught according to the traditional teaching mode, while the experimental group was taught according to the curriculum ideology and politics combined with PBL mode. After 4 weeks of study, the two groups were compared and analyzed in terms of the examination scores of theoretical knowledge and practical ability, the questionnaire survey results of self-evaluation for students, and the satisfaction scores of standardized patients. Results: After 4 weeks of teaching, the assessment scores of theoretical knowledge and practical ability of students in both groups were significantly higher than those before teaching (P<0.01). The experimental group showed significantly higher scores in theoretical knowledge and practical ability assessments, and standardized patient satisfaction compared to the control group (P<0.01). The scores of the improvement degrees in learning interest, autonomous learning ability, clinical thinking and reasoning ability, communication ability, self-confidence in clinical practice and total scores in the questionnaire survey of students in the experimental group were significantly higher than those in the control group (P<0.01). Conclusion: Curriculum ideology and politics combined with PBL can significantly improve the clinical teaching effect of joint mobilization. It can stimulate the learning interest and autonomous learning ability of students, facilitate the cultivation of clinical thinking and reasoning ability as well as communication ability for students, and significantly improve the confidence in applying theoretical knowledge to clinical practice of students and satisfaction scores of patients. |
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