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Application of Sandwich teaching method in neurosurgery clinical practice teaching
Ling Cong, Chen Chuan, He Haiyong, Liang Chaofeng, Luo Lun, Gong Jin, Ye Zhuopeng
2019, 39 (10):
779-783.
DOI: 10.3760/cma.j.issn.1673-677X.2019.10.012
Objective To investigate the effect of Sandwich teaching method in neurosurgery clinical training.Methods An experimental control method was used.A total of 72 clinical medicine undergraduates in the Department of Neurosurgery of the Third Affiliated Hospital of SUN Yet-sen University from July to December in 2018 were divided into the experimental group(n＝36)and the control group(n＝36) by random number table method.Sandwich teaching method was applied in the experimental group,and traditional teaching method was applied in the control group,then the theoretical knowledge,clinical skills and the clinical comprehensive ability were assessed.The satisfaction degree was evaluated by questionnaire.Results The theoretical knowledge scores,case analysis scores,and total scoresin the experimental group were 36.91±2.58、25.50±2.37、86.02±5.23,and those in the control group were 33.19±4.02、21.09±1.85、77.23±5.02,the differences between two groups of all parts had statistical significance (all P<0.05).The clinical comprehensive ability assessment of the overall evaluation scores in experimental group was 8.19±0.64,and that in control group was 7.53±0.67,the difference of score between two groups had statistical significance(P<0.05).Satisfaction survey on two groups of students showed that,respectively,scores of stimulating interest in learning of the experimental group and control group were 8.63±0.55 and 7.32±0.83,scores of improving learning initiative were 8.20±0.77 and 7.36±0.47,scores of improving team cooperation ability were 8.93±0.53 and 6.80±0.63,scores of improving communication ability were 8.35±0.52 and 7.34±0.59,scores of cultivating clinical thinking abilitywere 9.05±0.41 and 7.35±0.65,scores of improving the ability of theory with practice were 9.00±0.37 and 7.34±0.66,and scores of promoting clinical skills mastery were 7.46±0.76 and 7.11±0.58,scores of enhancing self-learning ability were 7.69±0.56 and 7.09±0.58,scores of promoting the learning of new knowledge score were 7.88±0.55 and 7.09±0.58,scores of ensuring the students' participation grade 0.58 mm were 8.51±0.65 and 6.87±0.51,the differences of scores of each project between the two group were statistically significant (all P<0.05).Conclusions Through the Sandwich teaching method,the students' interest in learning was stimulated,the clinical reasoning capacity and comprehensive ability were improved,so the quality of teaching was ensured.
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