体医融合背景下基于对分课堂模式的运动康复治疗技术课社协同教学改革效果

doi:10.3969/j.issn.1006-9771.2026.04.012

Abstract

Abstract:

Objective To explore the effect of presentation-assimilation-discussion (PAD) classroom model-based classroom-community collaborative teaching on course of sports rehabilitation therapy under the background of sports-medicine integration.

Methods From Febrary, 2024 to June, 2025, a total of 46 undergraduate students majoring in sports rehabilitation (Grade 2022, Capital University of Physical Education and Sports) were randomly divided into control group (n = 23) and experimental group (n = 23). The control group received routine lectures combined with laboratory practice, while the experimental group was taught using a classroom-community collaborative teaching based on PAD classroom structure. The two groups were compared in terms of excellent rate in practical assessment, achievement in higher-order dimensions of Bloom's Taxonomy, real-case rehabilitation scenario transformation ability and teaching satisfaction at the end of the semester.

Results At the end of the semester, the excellent rate in practical assessment was 60.87% in the experimental group, higher than 21.74% in the control group (χ² = 7.725, P< 0.05), while the scores in the analyse, evaluation and creation dimensions of Bloom's Taxonomy were significantly higher (t > 8.490, P< 0.001), real-case rehabilitation scenario transformation ability was better (t > 3.873, P< 0.001) and teaching satisfaction was higher (χ² = 8.576, P =0.003).

Conclusion PAD-based classroom-community collaborative teaching can effectively improve practical skills, higher-order cognitive abilities and practical application abilities among students majoring in sports rehabilitation.

Key words: sports rehabilitation therapy, presentation-assimilation-discussion classroom, classroom-community collaboration, sports-medicine integration, teaching reform

CLC Number:

R49-4

LIU Hua, LI Jing, WANG Liyuan, MA Xin, WANG Li. Application of presentation-assimilation-discussion-based classroom-community collaborative teaching in sports rehabilitation therapy under sports-medicine integration[J]. Chinese Journal of Rehabilitation Theory and Practice, 2026, 32(4): 482-487.

Figures/Tables 5

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References 18

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组别	n	性别(男/女)/n	年龄/岁
对照组	23	10/13	20.19±0.72
试验组	23	11/12	20.32±0.56
χ²/t值		0.088	0.691
P值		0.767	0.493

PAD阶段	校内环节	社团/社区延伸环节	能力维度
精讲阶段(8学时)	教师讲授核心理论、演示标准操作，邀请临床康复治疗师线上分享真实病例应用场景	无	技术规范、知识整合
内化阶段(24学时)	学生通过虚拟仿真课件、操作视频开展自主练习，完成模拟病例操作并录制视频；小组内交叉互评	调研社团/社区患者康复需求，撰写调研报告	自主学习、问题发现
讨论阶段(32学时)	课堂开展模拟病例视频分析、操作难点研讨，教师针对性答疑；基于改良DOPS量表开展同伴互评	组织社区案例研讨会，分享实战经验，临床专家现场点评	临床应变、团队协作

维度	组别	n	$\stackrel{-}{x}\pm s$	t值	P值
技术规范	对照组	23	14.65±0.97	5.892	< 0.001
	试验组	23	16.15±0.72
临床决策	对照组	23	15.22±1.20	5.776	< 0.001
	试验组	23	17.04±0.89
风险防控	对照组	23	14.78±1.08	6.118	< 0.001
	试验组	23	16.48±0.79
人文关怀	对照组	23	14.39±0.91	6.452	< 0.001
	试验组	23	16.02±0.78
沟通能力	对照组	23	14.48±0.82	6.751	< 0.001
	试验组	23	15.89±0.61
总分	对照组	23	73.09±4.87	6.118	< 0.001
	试验组	23	81.22±4.12

维度	组别	n	$\stackrel{-}{x}\pm s$	t值	P值
分析	对照组	23	1.91±0.16	8.490	< 0.001
	试验组	23	2.30±0.14
评价	对照组	23	1.83±0.15	8.500	< 0.001
	试验组	23	2.22±0.16
创造	对照组	23	1.74±0.17	10.468	< 0.001
	试验组	23	2.23±0.15
总分	对照组	23	5.48±0.41	10.450	< 0.001
	试验组	23	6.74±0.40

案例类型	变量	组别	n	$\stackrel{-}{x}\pm s$	t值	P值
运动损伤预防与康复	康复方案设计适配性	对照组	23	32.55±2.44	3.873	< 0.001
		试验组	23	35.40±2.55
	实操应用有效性	对照组	23	30.84±2.44	5.789	< 0.001
		试验组	23	35.10 ±2.55
	总分	对照组	23	63.39±4.88	5.682	< 0.001
		试验组	23	71.50±5.10
慢性病预防与康复	康复方案设计适配性	对照组	23	32.20±2.34	4.293	< 0.001
		试验组	23	35.15±2.32
	实操应用有效性	对照组	23	31.67±2.34	5.849	< 0.001
		试验组	23	35.68±2.31
	总分	对照组	23	62.87±4.68	4.872	< 0.001
		试验组	23	70.83±4.63
老年康复	康复方案设计适配性	对照组	23	32.57±2.24	3.924	< 0.001
		试验组	23	35.25±2.39
	实操应用有效性	对照组	23	32.56±2.25	4.602	< 0.001
		试验组	23	35.71±2.39
	总分	对照组	23	63.13±4.49	5.143	< 0.001
		试验组	23	70.96±4.78

Application of presentation-assimilation-discussion-based classroom-community collaborative teaching in sports rehabilitation therapy under sports-medicine integration

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