目的 探讨“三明治”(Sandwich)教学方法在外科学见习教学中的应用效果及其价值。方法 采用实验对照研究方法。选取温州医科大学2012级五年制临床医学专业50名学生为研究对象。将其随机分成实验组和对照组,每组25人。在复旦大学附属闵行医院普通外科见习教学中,实验组采用Sandwich教学方法,对照组采用传统教学方法。教学结束后,采用理论考核、临床推理测试和问卷调查量化评分方法,分别对两组教学效果进行评价,并比较两组学生的培训效果。 结果 实验组学生理论考核成绩与对照组学生相比,差异无统计学意义(t=1.888,P>0.05);实验组学生临床推理测试成绩高于对照组学生,差异具有统计学意义(t=9.539,P<0.01)。问卷调查结果显示,实验组学生在学习兴趣、自学能力、注意力保持、教学内容理解程度、参考书查阅、理论知识应用于临床、交流和团队协作方面的评分均高于对照组学生;而在学习重点的把握和课时安排上实验组评分低于对照组,差异具有统计学意义(均P<0.05)。 结论 Sandwich教学方法能够有效地提高医学生见习学习兴趣,提高其自学能力和临床思维能力。
Objective To investigate the teaching effects of Sandwich teaching model in clinical teaching in the department of general surgery.Methods Totally 50 clinical medicine undergraduates were divided into the experimental group(n=25) and the control group(n=25) randomly.Sandwich teaching model was introduced to the experimental group while traditional teaching model was performed in the control group.The performances in theoretical and clinical reasoning tests were compared between the two groups, and the questionnaire investigation were also conducted and evaluated after the course.Results The clinical reasoning test score of the experimental group were higher than the control group (t=9.539,P<0.01), while the theoretical examination scores of two groups showed no significant difference(t=1.888,P>0.05). Questionnaire investigation showed that the students, commutation and expression ability, attention focusing and self learning willingness were better in the experimental group, but the students in the control group grasped the learning points better and had better feeling of class hour arrange, the difference was statistically significant (all P<0.05).Conclusions Sandwich teaching model can effectively improve students' interest in self-learning and clinical thinking ability, and worth be recommending in general surgery clinical teaching.
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