ABSTRACT
Objective To compare the differences in the practical operation of exercise therapy courses for rehabilitation major students between workshop teaching method and traditional teaching method, and to explore the teaching model and process of workshop teaching method. Methods We im-plemented traditional teaching method in 94 rehabilitation major students in grade 2012 from Xuzhou Medical University, while 96 students in grade 2013 were taught by workshop method, which is based on specific cases, combined with multi-angle evaluation methods and various treatment protocols, with the opti-mal therapeutic method carried out after learning different practical operations and comparing their indica-tions. Then we conducted course satisfaction survey and skills operation evaluation on students from both grades after the course, and the t test was performed with the use of SPSS 19.0. Results The survey showed that the satisfaction score was significantly higher in grade 2013 students with workshop teaching method (79.07±10.49), compared with that in grade 2012 students with traditional teaching method (72.59±13.56), and the difference was statistically significant (P<0.05); as for the skills operation evaluation, the average score was significantly higher in students from 2013 grade (95.04±2.98), compared with that in students from 2012 grade (92.33±1.97), and the difference was statistically significant (P<0.05). Conclusions The work-shop teaching method can significantly improve students' satisfaction for the practical course of exercise therapy while improving their operation abilities.
