定位教育在中医骨伤专业学生培养中的运用实践

The Practice of Positioning of Education in Culturing Traditional Chinese Orthopedic Students

目的了解传统教育模式与"定位教育"模式在中医骨伤专业学生培养过程中运用的差异性。方法根据中医骨伤专业人才培养目标、《中医筋伤》课程的教学目标以及骨伤筋伤临床常见病的发病情况,确定颈椎病、膝骨关节病,腰椎间盘突出症,肩关节周围炎作为重点"定位"学习内容,根据该四类疾病的解剖、生理病理、病因病机、诊断要点、辨证治疗、预防调护等方面设计考核问卷,对2010级中医骨伤班学生(对照组)进行传统教育模式教学,学习结束后,发放、回收、分析考核问卷;对2011级骨伤班学生(实验组)进行定位教育模式教学,学习结束后发放、回收、分析考核问卷,将实验组与对照组学生的成绩进行统计分析,比较两个组别的平均分,比较各分数段人数占总人数的百分比。结果实验组平均分数为67.05分,对照组平均分数为51.58分;对照组60分以下分数段人数百分比高于实验组,对照组60分以上各分数段人数的百分比均少于实验组,二者具有差异性。结论定位教育模式教学效果优于传统教学模式,定位教育模式更有利于中医骨伤专业学生培养目标的完成。

Objective To understand the differences between in using the traditional mode of education and positioning education mode in orthopedics students. Methods On the basis of the objectives of orthopedics professional training, the teaching of Chinese tendon in- jury and clinical orthopedics tendon injury incidence of common diseases, we can determine the cervical spondylitis, knee osteoarthritis, lumbar disc herniation, periarthritis, and we can consider these diseases as the focus of positioning learning content. We design the assess- ment questionnaire on the basis of the anatomy of the four categories of disease, physiology and pathology, pathogenesis, diagnostic crite- ria, dialectical treatment, prevention and other aspects of nursing： investigating the 2010 students orthopedics （control group） who are taught by the traditional educational, at the end of their learning, they will be accepted the investigation by distribution, recovery and analysis assessment questionnaire; investigating the 2011 students orthopedics （experimental group） who are located educational model of teaching, at the end of their learning, they will be accepted the investigation by distribution, recovery and analysis assessment question- naire. Through the comparison and statistical analysis of the two experimental groups, especially comparison of the two groups ＇average number of fractional percentage of the total number of segments, we can draw the next following. Results The control group, the aver- age score was 51.58 points; The experimental group, the average score was 67.05 points, Control group scores above 60 percentage points was higher than the following numbers in the experimental group, 60 percentage points above the control group were less than the number of fractional section experimental group, both have differences.Conclusion Positioning educational model of teaching is better than traditional teaching mode,Positioning mode of education is more conducive to the completion of Orthopedics students to develop professional goals.