中医骨伤科旋提手法规范化操作传承模式初探

朱立国; 韩涛; 于杰; 陈明; 王尚全; 冯敏山; 魏戌; 赵国东; 王平; 张君涛; 孙武权; 周楠

doi:10.13288/j.11-2166/r.2018.11.008

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中医骨伤科旋提手法规范化操作传承模式初探

思路与方法 | 更新时间：2021-11-10

- 中医骨伤科旋提手法规范化操作传承模式初探
- Standardization of Orthopedics and Traumatology Department of Traditional Chinese Medicine-Preliminary Study on the Inheritance Mode of Cervical Rotation-traction Manipulation
- 中医杂志 2018年59卷第11期页码：927-931
- 作者机构：
  
  1. 中国中医科学院望京医院
  2. 上海中医药大学附属岳阳中西医结合医院
  3. 天津中医药大学第一附属医院
- 作者简介：
- 基金信息：
  
  “十二五”国家科技支撑计划（2014BAI08B06）;国家自然科学基金（81072825,81302992）;中国中医科学院基本科研业务费自主选题（ZZ0808024）
- DOI：10.13288/j.11-2166/r.2018.11.008
  中图分类号： R274
- 纸质出版：2018
- 稿件说明：
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[1]朱立国,韩涛,于杰,陈明,王尚全,冯敏山,魏戌,赵国东,王平,张君涛,孙武权,周楠.中医骨伤科旋提手法规范化操作传承模式初探[J].中医杂志,2018,59(11):927-931.

ZHU Liguo, HAN Tao, YU Jie, et al. Standardization of Orthopedics and Traumatology Department of Traditional Chinese Medicine-Preliminary Study on the Inheritance Mode of Cervical Rotation-traction Manipulation[J]. Journal of Traditional Chinese Medicine2018, 59(11): 927-931.
[1]朱立国,韩涛,于杰,陈明,王尚全,冯敏山,魏戌,赵国东,王平,张君涛,孙武权,周楠.中医骨伤科旋提手法规范化操作传承模式初探[J].中医杂志,2018,59(11):927-931. DOI： 10.13288/j.11-2166/r.2018.11.008.

ZHU Liguo, HAN Tao, YU Jie, et al. Standardization of Orthopedics and Traumatology Department of Traditional Chinese Medicine-Preliminary Study on the Inheritance Mode of Cervical Rotation-traction Manipulation[J]. Journal of Traditional Chinese Medicine2018, 59(11): 927-931. DOI： 10.13288/j.11-2166/r.2018.11.008.

摘要

目的通过对不同传承模式效果的比较筛选中医骨伤科手法传承模式。方法 27名手法传承人随机分为视频教学、师承和仪器培训组各9名

每组传承人接受相应传承模式学习颈椎旋提手法规范化操作2周后分别进行仪器和专家考核

其中仪器考核指标包括预牵引力、提扳力、最大作用力、提扳时间、旋转幅度、俯仰幅度合格次数及合格率

专家考核指标包括颈椎定位、颈椎固定、预牵引、提扳力度、提扳方向、提扳技巧合格次数及合格率。结果仪器考核中仪器培训组、视频教学组、师承组总平均合格率分别为82.22%、67.84%、69.91%

专家考核中仪器培训组、视频教学组和师承组总平均合格率分别为91.11%、66.96%和83.80%。全部考核后总合格次数分别为视频教学组（5.89±2.54）次

师承组（4.44±2.18）次

仪器培训组（3.11±1.69）次。各组合格次数比较差异具有统计学意义（P<0.05）

仪器培训组合格次数明显少于视频教学组（P<0.05）

视频教学组与师承组、师承组与仪器培训组间比较差异无统计学意义（P>0.05）。结论仪器培训传承模式在旋提手法治疗颈椎病手法考核时合格率较高

其传承效果优于视频教学和师承模式。

Abstract

Objective To screen the inheritance model of cervical rotation-traction manipulation of traditional Chinese medicine orthopedics and traumatology through the comparison of effects of different inheritance models.Methods Twenty-seven techniques were randomly divided into three groups: video teaching

teacher training and instrument training. Each group of inheritors were received accepted instrument and expert assessment after two weeks of the standardized operation of cervical rotation-traction manipulation studying by the corresponding inheritance model.Instrument assessment indicators included the qualified number and rate of pre-traction force

the pull force

the maximum force

the drawing time

the rotation amplitude

the pitch amplitude

and the expert assessment indicators included the qualified number and rate of cervical spine positioning

cervical fixation

pre-traction

the pull force

the pull direction and the pull skills. Results In instrument assessment

the average qualified rate of instrument training group

video teaching group and teacher training group was 82. 22%

67. 84%

69. 91% respectively; In the expert assessment

the average qualified rate of instrument training group

video teaching group and teacher training group was 91. 11%

66. 96% and 83. 80% respectively. The total number of qualified passes after all examinations was 5. 89 ± 2. 54 for the video teaching group

4. 44 ± 2. 18 for the teacher training group

and 3. 11 ± 1. 69 for the instrument training group. The difference in the number of qualifications was statistically significant（ P < 0. 05）. The number of instrument training qualification was significantly less than the video teaching group（ P < 0. 05）. There was no statistically significant difference between the video teaching group and the teacher teaching group and instrument training group（ P > 0. 05）. Conclusion The instrument training inheritance model has a higher qualification rate in the treatment of cervical spondylosis using cervical rotation-traction manipulation. Its inheritance effect is better than the video teaching and teacher teaching model.

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