| 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. |
