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ObjectiveTo explore the immediate and short-term effects of pressure biofeedback therapy combined with Flexi-bar exercise in the sitting position on chronic non-specific low back pain (CNSLBP). MethodsFrom June to September, 2022, 27 CNSLBP students in Xuzhou Medical University and other universities around were randomly divided into pressure biofeedback unit (PBU) group (n = 9), Flexi-bar group (n = 9) and combined group (n = 9). On the basis of routine rehabilitation guidance, the PBU group accepted pressure biofeedback therapy, the Flexi-bar group accepted active vibration therapy, and the combined group accepted pressure biofeedback therapy and active vibration therapy, for three weeks. They were measured core stability with Stabilizer, lumbar joint repositioning error (LJRE) with iHandy, and bilateral transverse abdominis thickness and multifidus muscle cross-sectional area with ultrasonography; and assessed with Visual Analogue Scale for pain (VAS), Oswestry Disability Index (ODI) before and after treatment; and the core stability were measured immediately after the first treatment. ResultsThe indexes of core stability improved after the first treatment (|t| > 3.000, P < 0.05) in all groups, and improved the most in the combined group (F > 10.909, P < 0.001). All the indexes improved after three weeks of treatment (|t| > 2.604, P < 0.05), except for LJRE in PBU group; and they were the best in the combined group (|F| > 4.061, P < 0.05), except LJRE was not significantly different from the Flexi-bar group (P > 0.05). ConclusionPressure biofeedback therapy combined with Flexi-bar exercise in the sitting position can more effectively improve core stability and core muscles, proprioception, and pain for patients with CNSLBP.
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Objective To explore the applications of case analysis learning and traditional teaching method in clinical practice teaching effect for students majoring rehabilitation therapy in the course of musculoskeletal rehabilitation.Methods 83 program students of Rehabitation Therapeutics in grade 2011 were chosen to participate in the clinical practice teaching in the course of musculoskeletal rehabilitation of 12 credit hours.Class 1 was taught by the traditional teaching method,while Class 2 was taught by the case analysis learning,making clinical case analysis,practical operation and case discussion working as teams.After learning,we made an analysis of two classes through the form of theory examination,practical operation and the questionnaire.The evaluation scores were shown by (x ± s)and comparison was made between the two groups with t test after SPSS software for statistical analysis.Results Taught by the case analysis,the theoretical performance of Class 2 was (83.37 ± 5.59),better than Class 1 (80.85 ± 6.98),but the difference was not statistically significant (P=0.056),but in the practice operation the achievements of Class 2 were (72.65 ± 8.05) points better than Class 1 (66.49 ± 12.86),and the difference was statistically significant(P=0.024).The survey results showed that in Class 2 which adopted case analysis teaching,students' satisfaction was higher than that of Class 1 which kept traditional teaching,and the difference was statistically significant(P＜0.05).Conclusion Case analysis teaching in musculoskeletal rehabilitation application effect is better than the traditional teaching in clinical practice teaching and can be extended to other clinical teaching of rehabilitation therapy specialty.