Teaching practice of transformation ability cultivation in the "orthopedic rehabilitation" course based on "case-based+problem-oriented" method
10.3760/cma.j.cn116021-20231114-01872
- VernacularTitle:基于“案例基础+问题导向”《骨科康复学》课程转化能力培养教学实践
- Author:
Xiaolong YANG
1
;
Tian DAI
;
Qiming WANG
;
Chunxiao WAN
Author Information
1. 天津医科大学康复医学系，天津 300700
- Keywords:
Orthopedic rehabilitation;
Case-based+problem-oriented;
Transformative teaching
- From:
Chinese Journal of Medical Education Research
2024;23(10):1369-1373
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the practical effects of achieving transformative learning in students based on the "case-based+problem-oriented" teaching method for the course of "orthopedic rehabilitation".Methods:A "case-based+problem-oriented" method was introduced in clinical courses for students in the rehabilitation therapy program at Tianjin Medical University. The students in the class were randomly divided into the "case-based+problem-oriented" teaching group (56 students) and the traditional teaching group (57 students). This study compared students' exam scores for different types of theoretical questions at the end of the semester. A self-filled anonymous questionnaire survey was conducted to evaluate the effectiveness of transformative learning, including the understanding of rehabilitation theory, learning interest, doctor-patient communication ability, disease analysis and judgment ability, and rehabilitation practice ability. SPSS 20.0 was used for t test and χ2 text. Results:The "case-based+problem-oriented" teaching group achieved significantly higher scores in various types of questions and total scores compared with the traditional teaching group [(85.67±4.78) vs. (72.98±6.49), t=8.78, P=0.004)]. Students in the "case-based+problem-oriented" teaching group showed higher interest in transformative learning and a considerably increased awareness of knowledge acquisition and innovative transformation. Students in the "case-based+problem-oriented" teaching group demonstrated higher abilities in theoretical learning, communication, disease exploration, and analytical judgment in this major and course. Conclusions:The "case-based+problem-oriented" clinical transformative teaching method integrates the theoretical teaching, clinical thinking, and medical training, promotes the students' enthusiasm for learning, and improves their proactive learning of knowledge and ability to transform and innovate.
