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Application Value of the Workshop Practice Teaching Method Based on Target-Oriented Study Modules on the Internet in Orthopedic Rehabilitation

Application Value of the Workshop Practice Teaching Method Based on Target-Oriented Study Modules... Hindawi Journal of Healthcare Engineering Volume 2022, Article ID 5166219, 5 pages https://doi.org/10.1155/2022/5166219 Research Article Application Value of the Workshop Practice Teaching Method Based on Target-Oriented Study Modules on the Internet in Orthopedic Rehabilitation 1 2 3 3 Qian He, Guanqun Ge, Qiong Wu, and Yanchao Cui Student Work Office of the First Affiliated Hospital of Xi’an Jiaotong University, Xi’an City 710061, Shaanxi Province, China Department of Breast Surgery of the First Affiliated Hospital of Xi’an Jiaotong University, Xi’an City 710061, Shaanxi Province, China Department of Rehabilitation Medicine of the First Affiliated Hospital of Xi’an Jiaotong University, Xi’an City 710061, Shaanxi Province, China Correspondence should be addressed to Yanchao Cui; cuiyanchao@dyyyxjtu.org.cn Received 23 December 2021; Revised 6 January 2022; Accepted 11 January 2022; Published 27 January 2022 Academic Editor: M. A. Bhagyaveni Copyright © 2022 Qian He et al. +is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Objective. To explore the application value of the workshop practice teaching method based on target-oriented study modules on the internet in orthopedic rehabilitation. Methods. +irty interns (2019-2020) in the rehabilitation department of our hospital were selected as the control group, another thirty interns (2021) in the rehabilitation department of our hospital were selected as the experimental group, and their materials were retrospectively reviewed. Both groups were given the three-month practice teaching. Besides, the conventional practice teaching method was applied to the control group, and the workshop practice teaching method based on target-oriented study modules on the internet was applied to the experimental group. After the practice teaching, the united examination paper and assessment table of the rehabilitation operation process were used to evaluate the interns’ scores of theoretical knowledge about orthopedic rehabilitation, scores of practical skills, and comprehensive scores of clinical practice in the two groups. +e evaluation team consisting of 5 guiding experts in the scientific research office assessed the teaching quality of the two methods. Results. Compared with the control group, the experimental group had a notably higher score of theoretical knowledge about orthopedic rehabilitation, higher score of practical skills, and higher comprehensive score of clinical practice (92.47± 4.81 vs. 86.43± 5.12, 91.30± 5.68 vs. 81.53± 7.21, and 91.88± 2.45 vs. 83.98± 4.42, P< 0.001). According to the evaluation team, the teaching quality of the experimental group was observably higher than that in the control group (P< 0.05), and there was no remarkable difference in the scores of teachers’ performance between the two groups (P> 0.05). Conclusion. +e workshop practice teaching method based on target-oriented study modules on the internet, as a high-quality “Internet+” practice teaching mode, can improve the orthopedic interns’ scores of theoretical knowledge and practical operation ability and enhance their comprehensive qualities of orthopedic rehabilitation in all respects. clinical requirements for orthopedists are even higher than 1. Introduction before. As the orthopedics is a highly specialized clinical Orthopedic rehabilitation refers to adopting the measures discipline, orthopedists should possess both theoretical such as physiotherapy and exercise therapy to speed up the knowledge and practical skills. Especially under the back- recovery of somatic motor functions and reduce the degree ground where the medical field develops rapidly, the or- of limb function damage, thus enabling the patients to thopedists must constantly improve their skills and master successfully return to the normal life. At present, with the theoretical knowledge in depth to meet the needs of practice. changes of Chinese people’s lifestyle, the incidence of or- +e scientific practice teaching measures are important for thopedic diseases has shown an increasing trend [1], and the the orthopedic interns to successfully become the qualified 2 Journal of Healthcare Engineering orthopedists. During their internship, the interns can fully 2.3. Steps. +e total 60 interns in the rehabilitation de- apply their knowledge and theories in practice, accumulate partment in this study were divided into the experimental group and control group according to their internship time. clinical experience, and improve their comprehensive qualities [2, 3]. In order to achieve the goal of cultivating +e conventional practice teaching method was applied to orthopedic talents in all aspects, it is necessary to contin- the control group. +e workshop practice teaching method uously optimize the practice teaching measures in clinics, based on target-oriented study module on the internet was fully absorb the advanced practice teaching experience at applied to the experimental group. +e united examination home and abroad, and apply the excellent educational paper and assessment table of the rehabilitation operation concepts in orthopedic practice teaching. With the further process were used to evaluate the interns’ scores of theo- development of orthopedic rehabilitation treatment in re- retical knowledge about orthopedic rehabilitation, scores of cent years, the guided and heuristic practice teaching practical skills, and comprehensive scores of clinical practice methods have been introduced into China [4, 5], and its of the two groups after the internship. +e evaluation team representative is the workshop practice teaching method, consisting of 10 guiding experts in the scientific research office evaluated the teaching quality of the two methods. which takes the students as the core of education, aims at developing the students’ professional and practical skills, and improves their qualities in practice to avoid the empty 2.4. Moral Consideration. +e study was performed in ac- teaching. +e modules of employable skills (MES) offer a cordance with the principles of Declaration of Helsinki sound basis to the modular teaching of the workshop be- (2013) [9], and all the interns agreed to participate in the cause the workshop aims at skill training. +e MES prioritize study. on-the-spot teaching, take skill training as the core of ed- ucation, and focus on postcompetency [6]. With the rise of internet medicine, there is more extensive development 2.5. Methods. +e conventional practice teaching method space for the MES teaching mode. A large number of studies was applied to the control group. One tutor was in charge of have shown that the “Internet+” platform can improve the six interns. +e tutors took the interns to conduct teaching ward rounds and organize discussions on typical cases, effectiveness of clinicians and nursing staff [7, 8], so the “Internet+” target-oriented study module may further en- which could inspire the interns’ clinical thought, cultivate hance the teaching quality of the workshop and make the their ability to recognize, analyze, and solve problems, and training of orthopedic interns meet the developing re- enable them to gradually acquire the important knowledge quirements of orthopedic rehabilitation in practice. of orthopedic rehabilitation and meet the task requirements +erefore, 30 orthopedic interns were given the work- of the syllabus set by the scientific research office. +e tutors shop practice teaching method based on target-oriented should also conduct small clinical lectures to gradually study modules on the internet in this study, with the results cultivate the interns’ writing ability and thinking of medical summarized as follows. documents, instruct them to conduct inquisitions and physical examinations, and write medical records. +e experimental group received the workshop practice 2. Materials and Methods teaching method based on target-oriented study modules on the internet. (1) +e platform of “Internet+” practice 2.1. Study Design. +is was a retrospective study and con- teaching was established, and different functional parts were ducted in our hospital from 2019 to 2021 to explore the designed in the platform according to the practice re- application value of the workshop practice teaching method quirements of orthopedic rehabilitation. +e comprehen- based on target-oriented study modules on the internet in sive, independent, open, and flexible study modules were orthopedic rehabilitation. formed, and each module corresponded to one learning target. (2) As soon as the interns entered the group, they 2.2. General Data. +irty interns (2019-2020) in the reha- established archives of themselves and brought the group bilitation department of our hospital were selected as the members into the established practice teaching group of control group, and another thirty interns (2021) in the re- orthopedic rehabilitation. +e online study group was formed, and the interns collectively learned how to use the habilitation department of our hospital were selected as the experimental group. All the interns were undergraduates practice teaching platform of orthopedic rehabilitation and got familiar with the learning targets of each module. Six and were taught by 6 tutors, who were the senior doctors and therapists specializing in orthopedic rehabilitation with tutors were jointly in charge of 30 interns, and they had clear division of work according to the teaching targets. +ey bachelor degree or above and with more than 3 years of practice teaching experience. In the experimental group, carried out teaching tasks based on the “Internet+” teaching there were 18 males and 12 females with a mean age of modules. (3) +e workshop practice teaching was carried out 24.40± 1.56 years. In the control group, there were 19 males in the platform of “Internet+” practice teaching, which and 11 females with a mean age of 24.37± 1.38 years. No meant that the workshop teaching was conducted based on the functional modules, and every special lecture, clinic statistical difference in the interns’ general data (such as age and sex ratio) between the two groups was observed instruction, and practical operation corresponded to the functional modules. (4) +e preview module was mainly (P> 0.05), and the interns in the two groups could be taken as the study subjects. used for preclass learning. +e tutors prepared 5 or 6 Journal of Healthcare Engineering 3 selected 5 lessons for scoring the teaching quality. knowledge points related to the orthopedic rehabilitation and provided corresponding learning links for the interns to +e scoring items included teaching facility (the teaching facility in the experimental group included learn in advance by reviewing the literature. +e module of special lectures contained new technologies and knowledge the platform of “Internet+” practice teaching), case of orthopedics so that the interns could keep abreast of the study, group cooperation, teachers’ performance, new developments of medicine at home and abroad and teacher-student interaction, class design, teaching increase their scientific research awareness during the effect, and cultivation of critical thinking, with 0–10 learning. During the offline teaching, the interns could talk points for each item. Higher scores represented about the contents of the special lectures and think about the higher teaching quality. combination of the contents and existing technologies. +e tutors summarized and commented on the interns’ opin- 2.7. Statistical Treatment. +is study adopted SPSS 20.0 as ions. +e module of theoretical study focused on the the- data processing software and GraphPad Prism 7 (GraphPad oretical knowledge, including the secondary modules of Software, San Diego, USA) as graph drawing software. +e muscle strength training, joint proprioception, gait training, study included count data and measurement data and used joint function training, rehabilitation treatment of neuro- X test and t-test. When P< 0.05, the differences were logical function, and balance function training. After the considered statistically significant. teaching, the tutors made class summaries and entered the plain text version of the knowledge into the platform, fa- 3. Results cilitating interns’ review after class. +e module of classroom test was formulated by the tutors according to the task 3.1. Comparison of the Interns’ Scores. Compared with the requirements in the syllabus and included the theoretical control group, the assessment scores of the experimental knowledge module and practice module. Both modules were group were notably higher (P< 0.001; Figure 1). subdivided into the secondary modules of muscle strength Compared with the control group, the experimental training, joint proprioception, gait training, joint function group had a notably higher score of theoretical knowledge training, rehabilitation treatment of neurological function, about orthopedic rehabilitation, higher score of practical balance function training, and so on. +e in-class assessment skills, and higher comprehensive score of clinical practice of theoretical knowledge was conducted in each secondary (92.47± 4.81 vs. 86.43± 5.12, 91.30± 5.68 vs. 81.53± 7.21, module in the manner of online questionnaires. +e in-class and 91.88± 2.45 vs. 83.98± 4.42, P< 0.001). assessment of practical skills was conducted in offline teams. +e interns should well digest and completely understand the theoretical knowledge, apply it into practice flexibly, and 3.2. Comparison of the Teaching Quality of the Two Practice avoid the rote learning. +is module sufficiently investigated Teaching Methods. According to the evaluation team, the the interns’ mastery of the orthopedic rehabilitation mea- teaching quality in the experimental group was observably sures and their application ability of these measures. higher than that in the control group (P< 0.05), and there was no remarkable difference in the scores of teachers’ performance between the two groups (P> 0.05; Table 1). 2.6. Evaluation Criteria 4. Discussion (1) Assessment scores: ① assessment of theoretical knowledge: the teaching and research office drew up +e orthopedic rehabilitation, as an important aspect of an examination paper according to the syllabus and orthopedic treatment, has strong practicality and theoretical the actual teaching situation, and the interns took the characteristic. +erefore, the clinical teaching of orthopedic closed-book exam at the end of the internship. +e rehabilitation should place emphasis on the interns’ thor- exam time was 120 minutes, and the scores were ough digestion and complete understanding of the theo- 0–100 points. ② Assessment of practical skills: the retical knowledge, so as to improve their clinical application assessment of practical skills was conducted in the ability in all respects [10–12]. At present, most practice orthopedic rehabilitation training room, with one teaching of orthopedic rehabilitation in China still adopts tutor playing the patient and one tutor monitoring the traditional mode, which is tutor-centred. Under this the exam. +e evaluation team consisting of 5 mode, the students learn knowledge and solidify their guiding experts in the scientific research office memories for theories mainly through the tutors’ classroom adopted the united assessment table of the rehabil- lectures. Although this practice teaching method can in- itation operation process to give scores (0–100 crease the interns’ knowledge, it cannot arouse their learning points) to the interns according to the standardi- enthusiasm, and interns cannot fully apply the theoretical zation, accuracy, and completion of their operation. knowledge in practice and enhance their practical operation ③ +e comprehensive score of clinical practice: the ability. In recent years, with the continuous development of comprehensive score � (the score of theoretical medical technology and increased demands for refined re- knowledge + the score of practical skills)/2. habilitation in clinics, the excellent practice teaching modes (2) Teaching quality: during the study of the interns in related to rehabilitation treatment have been gradually in- the two groups, the evaluation team randomly troduced into China [13–16]. Among these teaching modes, 4 Journal of Healthcare Engineering P<0.001 P<0.001 P<0.001 100 100 100 80 80 80 60 60 60 40 40 20 20 20 0 0 0 Experimental Control group Experimental Control group Experimental Control group group group group (a) (b) (c) Figure 1: Comparison of the interns’ scores (x± s, points). (a) Scores of theoretical knowledge. (b) Scores of practical skills. (c) Comprehensive scores of clinical practice. Table 1: Comparison of the teaching quality of the two practice teaching methods (x± s, points). Teacher- Teaching Group Teachers’ Class Teaching Cultivation of Group Case study student facility cooperation performance design effect critical thinking interaction Experimental 8.80± 0.75 9.00± 1.10 9.80± 0.40 9.20± 0.75 9.40± 0.49 9.20± 0.75 9.40± 0.80 9.00± 0.63 group Control group 6.80± 1.72 7.40± 1.02 7.40± 1.02 9.00± 1.10 7.80± 1.17 7.60± 1.02 7.80± 0.75 7.60± 1.02 t 2.383 2.384 4.898 0.336 2.821 2.826 3.263 2.611 P 0.044 0.044 0.001 0.746 0.022 0.022 0.012 0.031 the workshop teaching method is one of the typical heuristic synergy between the MES mode and the workshop teaching method, both of which aim to enhance the interns’ profes- and interactive teaching modes and has been preliminarily applied in the teaching of some disciplines. +e workshop sional skills through the modular (project-based) teaching. teaching method is different from the traditional practice +rough different modules on the platform of “Internet+” teaching method which takes the tutor’s lecture as the core practice teaching, the interns could better practice the in- and divides the teaching contents into different modules. dependent learning concept (advocating active exploration +is teaching method aims at developing the professional and automatic learning) of the workshop and take the ini- and practical skills of the students, guides them to learn in tiative to expand learning contents around the teaching practice, and avoids the overtheoretical teaching contents targets. +is teaching method helps the interns to clearly [17–19], so as to accelerate the development of their personal understand the learning task in each lesson, and they could preview and review the lessons and take quizzes according to ability. According to the study of scholars Sitobata and Mohammadnezhad, the workshop teaching method is the tasks in the module. By combining the knowledge learned online with the offline group discussion, group cooperation, conducive to enhancing team cohesion and collaboration, improving the efficiency of teacher-student communication, and teacher lectures, this teaching method takes the dual and breaking communication barriers [20]. As the country advantages of the online + offline teaching. According to the vigorously advocates “Internet+” intelligent medical treat- evaluation team, the teaching quality in the experimental ment, the workshop teaching method is facing the oppor- group was observably higher than that in the control group tunity for innovation. If the project-based workshop after the systematic practice teaching (P< 0.05), which in- teaching method can be perfectly combined with the “In- dicated that the workshop practice teaching method based on ternet+” modular teaching mode, it will become an ad- target-oriented study modules on the internet could improve vanced teaching mode with contemporary characteristics. the practice teaching quality with diversified teaching forms and systematized teaching results, so the interns in the ex- +e “Internet+” modular teaching refers to the modular teaching based on the internet [7]. +e modular teaching perimental group had better participatory experience and originates from the vocational education in European and deeper understanding of the knowledge they had learned. American countries, and the competency-based education +erefore, the examination scores of the experimental group (CBE) mode and MES mode have become popular in China at were markedly higher compared with the control group present. +e former focuses on the vocational ability training (P< 0.001), indicating that this teaching method could ef- and the latter on the professional skill training [21]. Com- fectively link the theory with practice. pared with the CBE mode, the MES mode adopted in this In conclusion, there are still many problems in the study more complies with the requirements of orthopedic practice teaching of orthopedic rehabilitation at present, and rehabilitation in practice [22–24]. Besides, there is good it is necessary to explore more advanced practice teaching Theoretical knowledge (points) Practical skills (points) Comprehensive score of clinical practice (points) Journal of Healthcare Engineering 5 [10] V. Gorgens ¨ Sophia, “Pandemic Intern,” Annals of Emergency methods. According to this study, the workshop practice Medicine, vol. 78, pp. 688-689, 2021. teaching method based on target-oriented study modules on [11] S. Yaylaci, Y. I. Ulman, G. Senyurek, S. Turkmen, H Aldinc, the internet, as a high-quality “Internet+” practice teaching and C. Gun, “Integrating patient management, reflective mode, can improve the orthopedic interns’ scores of theo- practice, and ethical decision-making in an emergency retical knowledge and practical operation ability and enhance medicine intern boot camp,” BMC Medical Education, vol. 21, their comprehensive abilities in the orthopedic rehabilitation no. 1, p. 536, 2021. to meet the requirements of clinical rehabilitation. [12] G. Touloupakis, M. Messori, A. Gilli, E. +eodorakis, and S. Ghirardelli, “A combined paratricipital and triceps-splitting Data Availability approach for distal humeral metaphyseal-diaphyseal fractures in adults,” Clinica Terapeutica, vol. 172, pp. 552–558, 2021. +e data used to support the findings of this study are [13] A. Richard, D. Anthony, T. Richard, F. Qadri, and R. Mayo, available from the corresponding author upon reasonable “Benefits of developing graduate medical education programs request. in community health systems,” Journal of Community Hos- pital Internal Medicine Perspectives, vol. 11, pp. 569–575, 2021. ¨ ˙ [14] B. Ozkaya Saglam, ˘ S. . Eser Izlem, A. Sermin, N. Cagi, and Conflicts of Interest H. Mert, “Intensive care experiences of intern nurse students: a qualitative study,” Nurse Education Today, vol. 107, Article +e authors declare no conflicts of interest. ID 105098, 2021. [15] Y.-X. Ma, K. Jiao, Q.-Q. Wan et al., “Silicified collagen scaffold Acknowledgments induces semaphorin 3A secretion by sensory nerves to im- prove in-situ bone regeneration,” Bioactive Materials, vol. 9, +is research was funded by the Key Research and Devel- pp. 475–490, 2022. opment Plan of Shaanxi Province (Grant no. 2021sf-249). [16] D. Emwodew, T. Melese, and B. Tariku, “Knowledge and attitude toward evidence-based medicine and associated References factors among medical interns in amhara regional state teaching hospitals, northwest Ethiopia: cross-sectional study,” [1] Y. Tachibana, Y. Tanaka, H. Amano et al., “Isolated peripheral JMIR Medical Education, vol. 7, no. 2, Article ID e28739, 2021. longitudinal tears in the anterior-middle segment of medial [17] D. I. Kim, L. K. Loo, R. C. 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Application Value of the Workshop Practice Teaching Method Based on Target-Oriented Study Modules on the Internet in Orthopedic Rehabilitation

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Hindawi Publishing Corporation
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Copyright © 2022 Qian He et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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2040-2309
DOI
10.1155/2022/5166219
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Abstract

Hindawi Journal of Healthcare Engineering Volume 2022, Article ID 5166219, 5 pages https://doi.org/10.1155/2022/5166219 Research Article Application Value of the Workshop Practice Teaching Method Based on Target-Oriented Study Modules on the Internet in Orthopedic Rehabilitation 1 2 3 3 Qian He, Guanqun Ge, Qiong Wu, and Yanchao Cui Student Work Office of the First Affiliated Hospital of Xi’an Jiaotong University, Xi’an City 710061, Shaanxi Province, China Department of Breast Surgery of the First Affiliated Hospital of Xi’an Jiaotong University, Xi’an City 710061, Shaanxi Province, China Department of Rehabilitation Medicine of the First Affiliated Hospital of Xi’an Jiaotong University, Xi’an City 710061, Shaanxi Province, China Correspondence should be addressed to Yanchao Cui; cuiyanchao@dyyyxjtu.org.cn Received 23 December 2021; Revised 6 January 2022; Accepted 11 January 2022; Published 27 January 2022 Academic Editor: M. A. Bhagyaveni Copyright © 2022 Qian He et al. +is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Objective. To explore the application value of the workshop practice teaching method based on target-oriented study modules on the internet in orthopedic rehabilitation. Methods. +irty interns (2019-2020) in the rehabilitation department of our hospital were selected as the control group, another thirty interns (2021) in the rehabilitation department of our hospital were selected as the experimental group, and their materials were retrospectively reviewed. Both groups were given the three-month practice teaching. Besides, the conventional practice teaching method was applied to the control group, and the workshop practice teaching method based on target-oriented study modules on the internet was applied to the experimental group. After the practice teaching, the united examination paper and assessment table of the rehabilitation operation process were used to evaluate the interns’ scores of theoretical knowledge about orthopedic rehabilitation, scores of practical skills, and comprehensive scores of clinical practice in the two groups. +e evaluation team consisting of 5 guiding experts in the scientific research office assessed the teaching quality of the two methods. Results. Compared with the control group, the experimental group had a notably higher score of theoretical knowledge about orthopedic rehabilitation, higher score of practical skills, and higher comprehensive score of clinical practice (92.47± 4.81 vs. 86.43± 5.12, 91.30± 5.68 vs. 81.53± 7.21, and 91.88± 2.45 vs. 83.98± 4.42, P< 0.001). According to the evaluation team, the teaching quality of the experimental group was observably higher than that in the control group (P< 0.05), and there was no remarkable difference in the scores of teachers’ performance between the two groups (P> 0.05). Conclusion. +e workshop practice teaching method based on target-oriented study modules on the internet, as a high-quality “Internet+” practice teaching mode, can improve the orthopedic interns’ scores of theoretical knowledge and practical operation ability and enhance their comprehensive qualities of orthopedic rehabilitation in all respects. clinical requirements for orthopedists are even higher than 1. Introduction before. As the orthopedics is a highly specialized clinical Orthopedic rehabilitation refers to adopting the measures discipline, orthopedists should possess both theoretical such as physiotherapy and exercise therapy to speed up the knowledge and practical skills. Especially under the back- recovery of somatic motor functions and reduce the degree ground where the medical field develops rapidly, the or- of limb function damage, thus enabling the patients to thopedists must constantly improve their skills and master successfully return to the normal life. At present, with the theoretical knowledge in depth to meet the needs of practice. changes of Chinese people’s lifestyle, the incidence of or- +e scientific practice teaching measures are important for thopedic diseases has shown an increasing trend [1], and the the orthopedic interns to successfully become the qualified 2 Journal of Healthcare Engineering orthopedists. During their internship, the interns can fully 2.3. Steps. +e total 60 interns in the rehabilitation de- apply their knowledge and theories in practice, accumulate partment in this study were divided into the experimental group and control group according to their internship time. clinical experience, and improve their comprehensive qualities [2, 3]. In order to achieve the goal of cultivating +e conventional practice teaching method was applied to orthopedic talents in all aspects, it is necessary to contin- the control group. +e workshop practice teaching method uously optimize the practice teaching measures in clinics, based on target-oriented study module on the internet was fully absorb the advanced practice teaching experience at applied to the experimental group. +e united examination home and abroad, and apply the excellent educational paper and assessment table of the rehabilitation operation concepts in orthopedic practice teaching. With the further process were used to evaluate the interns’ scores of theo- development of orthopedic rehabilitation treatment in re- retical knowledge about orthopedic rehabilitation, scores of cent years, the guided and heuristic practice teaching practical skills, and comprehensive scores of clinical practice methods have been introduced into China [4, 5], and its of the two groups after the internship. +e evaluation team representative is the workshop practice teaching method, consisting of 10 guiding experts in the scientific research office evaluated the teaching quality of the two methods. which takes the students as the core of education, aims at developing the students’ professional and practical skills, and improves their qualities in practice to avoid the empty 2.4. Moral Consideration. +e study was performed in ac- teaching. +e modules of employable skills (MES) offer a cordance with the principles of Declaration of Helsinki sound basis to the modular teaching of the workshop be- (2013) [9], and all the interns agreed to participate in the cause the workshop aims at skill training. +e MES prioritize study. on-the-spot teaching, take skill training as the core of ed- ucation, and focus on postcompetency [6]. With the rise of internet medicine, there is more extensive development 2.5. Methods. +e conventional practice teaching method space for the MES teaching mode. A large number of studies was applied to the control group. One tutor was in charge of have shown that the “Internet+” platform can improve the six interns. +e tutors took the interns to conduct teaching ward rounds and organize discussions on typical cases, effectiveness of clinicians and nursing staff [7, 8], so the “Internet+” target-oriented study module may further en- which could inspire the interns’ clinical thought, cultivate hance the teaching quality of the workshop and make the their ability to recognize, analyze, and solve problems, and training of orthopedic interns meet the developing re- enable them to gradually acquire the important knowledge quirements of orthopedic rehabilitation in practice. of orthopedic rehabilitation and meet the task requirements +erefore, 30 orthopedic interns were given the work- of the syllabus set by the scientific research office. +e tutors shop practice teaching method based on target-oriented should also conduct small clinical lectures to gradually study modules on the internet in this study, with the results cultivate the interns’ writing ability and thinking of medical summarized as follows. documents, instruct them to conduct inquisitions and physical examinations, and write medical records. +e experimental group received the workshop practice 2. Materials and Methods teaching method based on target-oriented study modules on the internet. (1) +e platform of “Internet+” practice 2.1. Study Design. +is was a retrospective study and con- teaching was established, and different functional parts were ducted in our hospital from 2019 to 2021 to explore the designed in the platform according to the practice re- application value of the workshop practice teaching method quirements of orthopedic rehabilitation. +e comprehen- based on target-oriented study modules on the internet in sive, independent, open, and flexible study modules were orthopedic rehabilitation. formed, and each module corresponded to one learning target. (2) As soon as the interns entered the group, they 2.2. General Data. +irty interns (2019-2020) in the reha- established archives of themselves and brought the group bilitation department of our hospital were selected as the members into the established practice teaching group of control group, and another thirty interns (2021) in the re- orthopedic rehabilitation. +e online study group was formed, and the interns collectively learned how to use the habilitation department of our hospital were selected as the experimental group. All the interns were undergraduates practice teaching platform of orthopedic rehabilitation and got familiar with the learning targets of each module. Six and were taught by 6 tutors, who were the senior doctors and therapists specializing in orthopedic rehabilitation with tutors were jointly in charge of 30 interns, and they had clear division of work according to the teaching targets. +ey bachelor degree or above and with more than 3 years of practice teaching experience. In the experimental group, carried out teaching tasks based on the “Internet+” teaching there were 18 males and 12 females with a mean age of modules. (3) +e workshop practice teaching was carried out 24.40± 1.56 years. In the control group, there were 19 males in the platform of “Internet+” practice teaching, which and 11 females with a mean age of 24.37± 1.38 years. No meant that the workshop teaching was conducted based on the functional modules, and every special lecture, clinic statistical difference in the interns’ general data (such as age and sex ratio) between the two groups was observed instruction, and practical operation corresponded to the functional modules. (4) +e preview module was mainly (P> 0.05), and the interns in the two groups could be taken as the study subjects. used for preclass learning. +e tutors prepared 5 or 6 Journal of Healthcare Engineering 3 selected 5 lessons for scoring the teaching quality. knowledge points related to the orthopedic rehabilitation and provided corresponding learning links for the interns to +e scoring items included teaching facility (the teaching facility in the experimental group included learn in advance by reviewing the literature. +e module of special lectures contained new technologies and knowledge the platform of “Internet+” practice teaching), case of orthopedics so that the interns could keep abreast of the study, group cooperation, teachers’ performance, new developments of medicine at home and abroad and teacher-student interaction, class design, teaching increase their scientific research awareness during the effect, and cultivation of critical thinking, with 0–10 learning. During the offline teaching, the interns could talk points for each item. Higher scores represented about the contents of the special lectures and think about the higher teaching quality. combination of the contents and existing technologies. +e tutors summarized and commented on the interns’ opin- 2.7. Statistical Treatment. +is study adopted SPSS 20.0 as ions. +e module of theoretical study focused on the the- data processing software and GraphPad Prism 7 (GraphPad oretical knowledge, including the secondary modules of Software, San Diego, USA) as graph drawing software. +e muscle strength training, joint proprioception, gait training, study included count data and measurement data and used joint function training, rehabilitation treatment of neuro- X test and t-test. When P< 0.05, the differences were logical function, and balance function training. After the considered statistically significant. teaching, the tutors made class summaries and entered the plain text version of the knowledge into the platform, fa- 3. Results cilitating interns’ review after class. +e module of classroom test was formulated by the tutors according to the task 3.1. Comparison of the Interns’ Scores. Compared with the requirements in the syllabus and included the theoretical control group, the assessment scores of the experimental knowledge module and practice module. Both modules were group were notably higher (P< 0.001; Figure 1). subdivided into the secondary modules of muscle strength Compared with the control group, the experimental training, joint proprioception, gait training, joint function group had a notably higher score of theoretical knowledge training, rehabilitation treatment of neurological function, about orthopedic rehabilitation, higher score of practical balance function training, and so on. +e in-class assessment skills, and higher comprehensive score of clinical practice of theoretical knowledge was conducted in each secondary (92.47± 4.81 vs. 86.43± 5.12, 91.30± 5.68 vs. 81.53± 7.21, module in the manner of online questionnaires. +e in-class and 91.88± 2.45 vs. 83.98± 4.42, P< 0.001). assessment of practical skills was conducted in offline teams. +e interns should well digest and completely understand the theoretical knowledge, apply it into practice flexibly, and 3.2. Comparison of the Teaching Quality of the Two Practice avoid the rote learning. +is module sufficiently investigated Teaching Methods. According to the evaluation team, the the interns’ mastery of the orthopedic rehabilitation mea- teaching quality in the experimental group was observably sures and their application ability of these measures. higher than that in the control group (P< 0.05), and there was no remarkable difference in the scores of teachers’ performance between the two groups (P> 0.05; Table 1). 2.6. Evaluation Criteria 4. Discussion (1) Assessment scores: ① assessment of theoretical knowledge: the teaching and research office drew up +e orthopedic rehabilitation, as an important aspect of an examination paper according to the syllabus and orthopedic treatment, has strong practicality and theoretical the actual teaching situation, and the interns took the characteristic. +erefore, the clinical teaching of orthopedic closed-book exam at the end of the internship. +e rehabilitation should place emphasis on the interns’ thor- exam time was 120 minutes, and the scores were ough digestion and complete understanding of the theo- 0–100 points. ② Assessment of practical skills: the retical knowledge, so as to improve their clinical application assessment of practical skills was conducted in the ability in all respects [10–12]. At present, most practice orthopedic rehabilitation training room, with one teaching of orthopedic rehabilitation in China still adopts tutor playing the patient and one tutor monitoring the traditional mode, which is tutor-centred. Under this the exam. +e evaluation team consisting of 5 mode, the students learn knowledge and solidify their guiding experts in the scientific research office memories for theories mainly through the tutors’ classroom adopted the united assessment table of the rehabil- lectures. Although this practice teaching method can in- itation operation process to give scores (0–100 crease the interns’ knowledge, it cannot arouse their learning points) to the interns according to the standardi- enthusiasm, and interns cannot fully apply the theoretical zation, accuracy, and completion of their operation. knowledge in practice and enhance their practical operation ③ +e comprehensive score of clinical practice: the ability. In recent years, with the continuous development of comprehensive score � (the score of theoretical medical technology and increased demands for refined re- knowledge + the score of practical skills)/2. habilitation in clinics, the excellent practice teaching modes (2) Teaching quality: during the study of the interns in related to rehabilitation treatment have been gradually in- the two groups, the evaluation team randomly troduced into China [13–16]. Among these teaching modes, 4 Journal of Healthcare Engineering P<0.001 P<0.001 P<0.001 100 100 100 80 80 80 60 60 60 40 40 20 20 20 0 0 0 Experimental Control group Experimental Control group Experimental Control group group group group (a) (b) (c) Figure 1: Comparison of the interns’ scores (x± s, points). (a) Scores of theoretical knowledge. (b) Scores of practical skills. (c) Comprehensive scores of clinical practice. Table 1: Comparison of the teaching quality of the two practice teaching methods (x± s, points). Teacher- Teaching Group Teachers’ Class Teaching Cultivation of Group Case study student facility cooperation performance design effect critical thinking interaction Experimental 8.80± 0.75 9.00± 1.10 9.80± 0.40 9.20± 0.75 9.40± 0.49 9.20± 0.75 9.40± 0.80 9.00± 0.63 group Control group 6.80± 1.72 7.40± 1.02 7.40± 1.02 9.00± 1.10 7.80± 1.17 7.60± 1.02 7.80± 0.75 7.60± 1.02 t 2.383 2.384 4.898 0.336 2.821 2.826 3.263 2.611 P 0.044 0.044 0.001 0.746 0.022 0.022 0.012 0.031 the workshop teaching method is one of the typical heuristic synergy between the MES mode and the workshop teaching method, both of which aim to enhance the interns’ profes- and interactive teaching modes and has been preliminarily applied in the teaching of some disciplines. +e workshop sional skills through the modular (project-based) teaching. teaching method is different from the traditional practice +rough different modules on the platform of “Internet+” teaching method which takes the tutor’s lecture as the core practice teaching, the interns could better practice the in- and divides the teaching contents into different modules. dependent learning concept (advocating active exploration +is teaching method aims at developing the professional and automatic learning) of the workshop and take the ini- and practical skills of the students, guides them to learn in tiative to expand learning contents around the teaching practice, and avoids the overtheoretical teaching contents targets. +is teaching method helps the interns to clearly [17–19], so as to accelerate the development of their personal understand the learning task in each lesson, and they could preview and review the lessons and take quizzes according to ability. According to the study of scholars Sitobata and Mohammadnezhad, the workshop teaching method is the tasks in the module. By combining the knowledge learned online with the offline group discussion, group cooperation, conducive to enhancing team cohesion and collaboration, improving the efficiency of teacher-student communication, and teacher lectures, this teaching method takes the dual and breaking communication barriers [20]. As the country advantages of the online + offline teaching. According to the vigorously advocates “Internet+” intelligent medical treat- evaluation team, the teaching quality in the experimental ment, the workshop teaching method is facing the oppor- group was observably higher than that in the control group tunity for innovation. If the project-based workshop after the systematic practice teaching (P< 0.05), which in- teaching method can be perfectly combined with the “In- dicated that the workshop practice teaching method based on ternet+” modular teaching mode, it will become an ad- target-oriented study modules on the internet could improve vanced teaching mode with contemporary characteristics. the practice teaching quality with diversified teaching forms and systematized teaching results, so the interns in the ex- +e “Internet+” modular teaching refers to the modular teaching based on the internet [7]. +e modular teaching perimental group had better participatory experience and originates from the vocational education in European and deeper understanding of the knowledge they had learned. American countries, and the competency-based education +erefore, the examination scores of the experimental group (CBE) mode and MES mode have become popular in China at were markedly higher compared with the control group present. +e former focuses on the vocational ability training (P< 0.001), indicating that this teaching method could ef- and the latter on the professional skill training [21]. Com- fectively link the theory with practice. pared with the CBE mode, the MES mode adopted in this In conclusion, there are still many problems in the study more complies with the requirements of orthopedic practice teaching of orthopedic rehabilitation at present, and rehabilitation in practice [22–24]. Besides, there is good it is necessary to explore more advanced practice teaching Theoretical knowledge (points) Practical skills (points) Comprehensive score of clinical practice (points) Journal of Healthcare Engineering 5 [10] V. 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Journal of Healthcare EngineeringHindawi Publishing Corporation

Published: Jan 27, 2022

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