Application of the "Hand as Foot" visual teaching method in bedside teaching of spinal diseases

Liu Limin; Li Qiang; Chang Qing; He Bin; Liu Rui

doi:10.3760/cma.j.cn116021-20240114-02046

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Application of the "Hand as Foot" visual teaching method in bedside teaching of spinal diseases

Teaching Reform | 更新时间：2025-09-22

- Application of the "Hand as Foot" visual teaching method in bedside teaching of spinal diseases
- Chinese Journal of Medical Education Research Vol. 24, Issue 9, Pages: 1247-1252(2025)
- 作者机构：
  
  1.内蒙古医科大学研究生院，呼和浩特 010050
  2.内蒙古医科大学附属医院骨科，呼和浩特 010050
- 作者简介：
  
  Liu Rui, Email: liurui88fl@163.com
- 基金信息：
  
  Inner Mongolia Natural Science Foundation General Project(2023MS08002);Inner Mongolia Autonomous Region Medical and Health Science and Technology Plan Project(202201280);Project for Enhancing Science Popularization Capacity in the Inner Mongolia Autonomous Region(2025KPNL0026)
- DOI：10.3760/cma.j.cn116021-20240114-02046
  CLC： R683
- Received：14 January 2024，
  
  Published：20 September 2025
- 稿件说明：
移动端阅览
刘丽民, 李强, 常青, 等. “手足并用”形象教学法在脊柱疾病床旁教学中的应用[J]. 中华医学教育探索杂志, 2025, 24(9): 1247-1252.

Liu Limin, Li Qiang, Chang Qing, et al. Application of the "Hand as Foot" visual teaching method in bedside teaching of spinal diseases[J]. Chinese journal of medical education research, 2025, 24(9): 1247-1252.
刘丽民, 李强, 常青, 等. “手足并用”形象教学法在脊柱疾病床旁教学中的应用[J]. 中华医学教育探索杂志, 2025, 24(9): 1247-1252. DOI： 10.3760/cma.j.cn116021-20240114-02046.

Liu Limin, Li Qiang, Chang Qing, et al. Application of the "Hand as Foot" visual teaching method in bedside teaching of spinal diseases[J]. Chinese journal of medical education research, 2025, 24(9): 1247-1252. DOI： 10.3760/cma.j.cn116021-20240114-02046.

摘要

目的

探讨“手足并用”形象教学法在脊柱外科疾病床旁教学中的适用性和效果，旨在探讨其对学生学习效果和临床应用能力的提升作用，为教学方法提供新的探索方向和指导。

方法

选取内蒙古医科大学2019级五年制临床医学专业的60名学生作为研究对象，采用随机数字表法将其分为试验组和对照组，每组30人。授课内容为脊柱外科床旁教学相关知识。对照组采用传统的口述床旁教学方法，试验组则采用“手足并用”形象教学方法。2组学生均接受8课时（每课时45 min）的床旁教学。课后，对2组学生进行理论知识考试成绩的教学效果评价及学生课堂满意度评价（包括学习兴趣度、积极性和参与度、课堂活跃度、师生互动度、理论知识掌握度）。采用SPSS 27.0统计软件对数据进行统计学处理。计量资料以（均数±标准差）表示，组间比较采用

检验；计数资料以例数或者率表示，组间比较采用卡方检验。

结果

试验组学生的理论知识考试成绩为（78.80±3.19）分，对照组的理论知识考试成绩为（73.20±4.89）分，组间差异有统计学意义（

=3.72，

=0.001）。在课堂满意度调查评价方面，试验组学生在学习兴趣度[（9.60±0.51）分

]

、积极性和参与度[（9.40±0.63）分

]

、课堂活跃度[（9.53±0.64）分

]

、师生互动度[（9.53±0.52）分

]

、理论知识掌握度[（8.60±0.91）分

]

等方面，与对照组学生[分别为（8.40±0.74）分、（8.07±0.70）分、（8.67±0.81）分、（8.33±0.72）分、（7.20±0.77）分

]

相比，各项组间差异均有统计学意义（

0.05）。

结论

“手足并用”形象教学法是一种可用于脊柱疾病床旁教学的方法。通过这种方法，学生能够更生动地理解疾病，不仅有助于教师更有效地与学生沟通，提升学生对相关知识的理解和增强学习的信心，还激发了学生更加积极主动的学习态度。

Abstract

Objective

To explore the applicability and effectiveness of the "Hand as Foot" visual teaching method in bedside teaching of spinal surgical diseases

investigate its impact on enhancing student learning outcomes and clinical application abilities

and provide new directions and guidance for teaching methods.

Methods

A total of 60 students from the five-year clinical medicine program enrolled in 2019 at Inner Mongolia Medical University were selected and randomly assigned to either an experimental group or a control group (30 students each) using a random number

table. The teaching content covered bedside knowledge related to spinal surgery. The control group received traditional oral bedside teaching method

while the experimental group received the "Hand as Foot" visual teaching method. Both groups of students received eight 45-min bedside teaching sessions. After class

teaching effectiveness was evaluated through a theoretical knowledge examination and student classroom satisfaction was evaluated

including interest in learning

enthusiasm and participation

classroom activity

teacher-student interaction

and mastery of theoretical knowledge. SPSS 27.0 software was used for statistical analysis. Continuous variables were expressed as mean ± standard deviation and compared using the

-test; categorical variables were presented as numbers or percentages and compared using the chi-square test.

Results

The experimental group scored (78.80±3.19) on the theoretical knowledge examination

while the control group scored (73.20±4.89)

with a significant difference between the two groups (

=3.72

=0.001). In the classroom satisfaction survey

the experimental group also outperformed the control group in learning interest [(9.60±0.51) vs. (8.40±0.74)

]

enthusiasm and participation [(9.40±0.63) vs. (8.07±0.70)

]

classroom activity [(9.53±0.64) vs. (8.67±0.81)

]

teacher-student interaction [(9.53±0.52) vs. (8.33±0.72)

]

and mastery of theoretical knowledge [(8.60±0.91) vs. (7.20±0.77)

]

with all differences being statistically significant (

0.05).

Conclusions

The "Hand as Foot" visual teaching method is suitable for bedside teaching of spinal diseases

allowing students to understand diseases more vividly. This method not only facilitates effective communication between teachers and students

enhances student understanding of relevant knowledge

and improves their confidence in learning

but also inspires a more proactive learning attitude.

关键词

Keywords

references

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