周少波, 褚亮, 陈正民, 王彬, 蒋磊, 邓锐. 三明治教学法在普通外科临床见习教学中的应用[J]. 蚌埠医学院学报, 2019, 44(5): 674-676. DOI: 10.13898/j.cnki.issn.1000-2200.2019.05.032
    引用本文: 周少波, 褚亮, 陈正民, 王彬, 蒋磊, 邓锐. 三明治教学法在普通外科临床见习教学中的应用[J]. 蚌埠医学院学报, 2019, 44(5): 674-676. DOI: 10.13898/j.cnki.issn.1000-2200.2019.05.032
    ZHOU Shao-bo, CHU Liang, CHEN Zheng-min, WANG Bin, JIANG Lei, Deng Rui. Application effect of the Sandwich teaching method in clinical teaching of general surgery[J]. Journal of Bengbu Medical College, 2019, 44(5): 674-676. DOI: 10.13898/j.cnki.issn.1000-2200.2019.05.032
    Citation: ZHOU Shao-bo, CHU Liang, CHEN Zheng-min, WANG Bin, JIANG Lei, Deng Rui. Application effect of the Sandwich teaching method in clinical teaching of general surgery[J]. Journal of Bengbu Medical College, 2019, 44(5): 674-676. DOI: 10.13898/j.cnki.issn.1000-2200.2019.05.032

    三明治教学法在普通外科临床见习教学中的应用

    Application effect of the Sandwich teaching method in clinical teaching of general surgery

    • 摘要:
      目的探讨三明治教学方法在普通外科临床见习教学中的应用效果及价值。
      方法选取在蚌埠医学院第二附属医院普通外科见习的蚌埠医学院2013级五年制临床医学专业50名学生为研究对象。将其随机分成观察组和对照组,每组25人。对照组采用传统教学方法,观察组采用三明治教学法。教学结束后,采用理论考试、临床病例分析考核和满意度问卷调查方法,分别对2组教学效果进行评价。
      结果观察组学生理论考核成绩与对照组学生比较差异均无统计学意义(P>0.05),临床病例分析考核成绩明显高于对照组学生(P < 0.01),对教学方法满意度亦高于对照组学生(P < 0.05)。
      结论三明治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,值得在外科临床教学中推广。

       

      Abstract:
      ObjectiveTo investigate the application effects of Sandwich teaching method in clinical teaching of general surgery.
      MethodsFifty clinical training undergraduates in the Second Affiliated Hospital of Bengbu Medical College from grade 2013 clinical medicine major of Bengbu Medical College were randomly divided into the observation group(n=25) and control group(n=25).The observation group and control group were taught with Sandwich teaching method and traditional teaching model, respectively.The teaching effects between two groups were compared using the theoretical test, clinical case analysis test and satisfaction questionnaire.
      ResultsThe difference of the examination achievement of theory between two groups was not statistically significant(P>0.05).The results of clinical case analysis test and satisfaction of teaching in observation group were higher than those in control group(P < 0.05).
      ConclusionsSandwich teaching method can effectively improve the learning interest, and abilities of self-learning and clinical thinking of students, which is worthy of promotion.

       

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