中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (11): 838-842.DOI: 10.3760/cma.j.cn115259-20250113-00040

• 教学方法 • 上一篇    下一篇

创新型“三明治”教学模式在内科住院医师规范化培训中的应用

王芳1, 陈彬2, 蒋晓立1, 赵峰3, 徐建维4, 沈洲姬1   

  1. 1宁波大学附属李惠利医院肾内科,宁波 315040;
    2宁波大学附属李惠利医院科研科,宁波 315040;
    3宁波大学附属李惠利医院门诊办公室,宁波 315040;
    4宁波市卫生健康委员会医政医管与药物政策处,宁波 315042
  • 收稿日期:2025-01-13 发布日期:2025-10-30
  • 通讯作者: 沈洲姬, Email: lhlshenzhouji@nbu.edu.cn
  • 基金资助:
    2022年浙江省卫生健康科技计划项目(2022KY1087)

Exploration and application of the innovative sandwich teaching model in the standardized training of internal medicine residents

Wang Fang1, Chen Bin2, Jiang Xiaoli1, Zhao Feng3, Xu Jianwei4, Shen Zhouji1   

  1. 1Department of Nephrology, The Affiliated LiHuiLi Hospital of Ningbo University, Ningbo 315040, China;
    2Department of Scientific Research Management, The Affiliated LiHuiLi Hospital of Ningbo University, Ningbo 315040, China;
    3Department of Outpatient Office, The Affiliated LiHuiLi Hospital of Ningbo University, Ningbo 315040, China;
    4Department of Medical Administration and Drug Policy, Health Commission of Ningbo, Ningbo 315042, China
  • Received:2025-01-13 Published:2025-10-30
  • Contact: Shen Zhouji, Email: lhlshenzhouji@nbu.edu.cn
  • Supported by:
    Medical and Health Research Project of Zhejiang Province in 2022(2022KY1087)

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摘要： 目的 探讨创新型“三明治”教学模式在内科住院医师规范化培训(简称住培)中的应用效果。方法 选择2021年12月至2024年6月在宁波大学附属李惠利医院内科进行住培的49名学员为研究对象,采用随机数字表将其分为试验组和对照组。试验组24名学员采用创新型“三明治”教学模式,对照组25名学员采用传统教学模式。培训结束后,对比两组学员的临床思维能力、临床理论与实践技能操作水平以及教学质量评价差异,采用t检验或U检验和χ2检验分析相关数据。结果 培训后,试验组学员的临床思维能力成绩[176.50(22.50)分]、临床思维与决策成绩[(90.17±3.49)分]、专科技能操作成绩[(104.32±3.78)分]、住院医师教学质量评价评分[41.00(3.75)分]和指导医师教学质量评价评分[(24.54±2.87)分]均明显优于对照组学员[148.00(57.00)分、(86.72±4.38)分、(101.41±5.10)分、30.00(5.50)分和(18.72±2.81)分],其差异均具有统计学意义(均P＜0.05)。结论 创新型“三明治”教学模式有助于提高住培学员临床思维能力和专科实践操作能力,可以增强内科住培效果。

关键词: 内科学, 创新型“三明治”教学模式, 住院医师规范化培训, 临床思维能力

Abstract: Objective To explore the effect of innovative Sandwich teaching model in the standardized training of internal medicine residents. Methods From December 2021 to June 2024,a total of 49 residents trained in the Internal Medicine Department of the Affiliated LiHuiLi Hospital of Ningbo University were selected as the research objects. They were randomly divided into an experimental cohort and a control cohort. The experimental cohort (n=24) were trained with the innovative Sandwich teaching model, whereas the control cohort were trained with traditional methods. All residents received clinical thinking ability questionnaire survey, theoretical and practical skills exams and teaching quality evaluations questionnaire survey after training.The differences between the two cohorts were compared by U-test or t-test,and χ2 test. Results Comparison of assessment results, After training, the clinical thinking ability[176.50(22.50)], clinical thinking and decision-making scores(90.17±3.49), specialized technical skills scores(104.32±3.78), resident evaluations of teaching quality[41.00(3.75)] and instructor evaluations of teaching quality(24.54±2.87)in the experimental cohort were higher than those in the control cohort[148.00(57.00), (86.72±4.38), (101.41±5.10), 30.00(5.50), (18.72±2.81)], all P<0.05. Conclusions The innovative Sandwich teaching model is helpful to enhance clinical thinking ability and specialized practical skills, and improve the training effect of internal medicine residents.

Key words: Internal medicine, Innovative Sandwich teaching model, Standardized residency training, Clinical thinking ability

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