目的   探讨断指再植患者采用微波理疗联合康复训练的影响。方法   回顾性选取2022年1月—2023年12月于福州市第二总医院进行断指再植的患者，采用康复训练的50例患者纳入对照组，采用微波理疗联合康复训练的51例患者纳入观察组，对比两组干预1个月后的毛细血管反应情况、感知恢复情况、疼痛评分、手指功能及日常生活能力情况。结果   干预1个月后， 观察组患指的温度［（28.43±5.86）℃ vs （26.15±5.39）℃，t=2.025，P＜0.001］、毛细血管反应［（9.76±2.63）cm/s vs（7.36±2.23）cm/s，t=4.922，P=0.046，］高于对照组（P＜0.05）；观察组的英国医学研究委员会感觉评分［（15.79±3.75）分 vs（11.88±3.13）分，t=5.660，P＜0.001］高于对照组；观察组第2周［（3.72±0.88）分 vs（4.39±0.92）分，t=3.721，P＜0.001］、4周后［（2.67±0.32）分 vs（3.03±0.52）分，t=4.169，P=0.001］的视觉模拟量表（VAS）评分低于对照组（P＜0.05）；观察组的密歇根手功能量表（MHQ）评分［（61.05±10.68）分 vs（52.58±10.21）分，t=4.054，P＜0.001］高于对照组（P＜0.05）；观察组的生活质量综合评定表（GQLI-74）评分［（320.16±55.25）分 vs（270.85±50.06）分，t=4.677，P＜0.001］高于对照组（P＜0.05）；观察组的Barthel指数［（75.71±12.84）分 vs（68.58±12.23）分，t=2.843，P=0.005］高于对照组（P＜0.05）。结论   微波理疗联合康复训练能够提高断指再植患者的手指功能，减轻患者疼痛，改善日常生活质量。

       Objective  To explore the effect of microwave physiotherapy combined with  rehabilitation training on finger function and daily living ability of patients with severed finger replantation．Methods  Patients who underwent replantation of severed fingers in our hospital from January 2022 to December 2023 were selected retrospectively．Fifty patients who received rehabilitation training were included in the control group，51 patients who were intervened by microwave physiotherapy combined with rehabilitation training were included in the observation group．The blood circulation，sensory recovery，pain score，finger function and daily living ability of the two groups were compared．Results  The temperature（［28.43±5.86］℃ vs ［26.15±5.39］℃，t=2.025，P＜0.001） and capillary reaction（［9.76±2.63］cm/s vs ［7.36±2.23］cm/s，t=4.922，P=0.046） of the affected fingers in the observation group were higher（P＜0.05）．The sensory score（［15.79±3.75］ vs ［11.88±3.13］，t=5.660，P＜0.001）of the observation group was higher than that of the control group（P＜0.05）．The visual analogue scale（VAS）scores of the observation group at the second week（［3.72±0.88］ vs ［4.39±0.92］，t=3.721，P＜0.001） and four weeks later（［2.67±0.32］vs ［3.03±0.52］，t=4.169，P=0.001）were lower than those of the control group（P＜0.05）．The  score of Michigan Hand Outcome Questionnair（MHQ）（［61.05±10.68］ vs ［52.58±10.21］，t=4.054，P＜0.001） in the observation group was higher（P＜0.05）．The GQLI-74 score（［320.16±55.25］ vs ［270.85±50.06］） and Barthel index（［75.71±12.84］ vs［68.58±12.23］，t=2.843，P=0.005）in the observation group were higher（P＜0.05）．Conclusions  Microwave physiotherapy combined with rehabilitation training can improve the finger function，relieve the pain and improve the quality of daily life of patients with severed fingers．

目的 探讨TBL教学法在物理治疗学教学资源库建设中的应用效果。方法 选取我校康复治疗学专业2013级和2014级各60名学生为研究对象,分别作为传统教学组和试验教学组,传统教学组采用传统教学方法,试验教学组在传统教学方法的基础上,采用TBL教学法参与教学资源库建设的方式来完成教学。学期结束对学生进行实践技能、理论考试及问卷调查评估。结果 在牵引疗法的考核中,两组实践技能成绩无差异(P＞0.05),其它项目试验教学组实践技能成绩均高于传统教学组(p＜0.05)。试验教学组理论考试成绩高于传统教学组,对教学的满意度也更高。结论 采用TBL教学法建设物理治疗学教学资源库,不仅能提高教学效果,而且有助于加快实践教学资源库的建设。

Objective To explore the application effect of TBL teaching method in the construction of physiotherapy teaching resources library. Methods We selected 60 students from the 2013 and 2014 grades of rehabilitation therapy in our school respectively, who were used the traditional teaching method group and the experimental teaching method group. The traditional teaching method group adopted the traditional teaching method. The experimental teaching method group was based on the traditional teaching methods, and used TBL to participate in the construction of a teaching resource library. At the end of the semester, students will be assessed on practical skills, theoretical examinations, and questionnaire surveys. Results In the assessment of traction therapy, there was no significant difference in the performance of the two groups (P>0.05). The other experimental skills of the experimental teaching group were better than those of the traditional teaching group (p<0.05). Theoretical test scores of experimental teaching group are higher than the traditional one, and satisfaction with teaching is also higher than the latter. Conclusion Using TBL teaching method to build a library of physiotherapy teaching resources may not only improve the teaching effect, but also help to speed up the construction of practical teaching resources.