“三明治”教学方法不同教学方案教学效果的比较

Comparing teaching effect of different teaching scheme design of Sandwich teaching method

目的 优化“三明治”教学方案设计,为教学方法改革、教学效果提升提供依据.方法 选取华中科技大学同济医学院附属同济医院急诊内科191名进修护士为研究对象,随机分为4组,实验一组采用小班规模、分组讨论＋交叉学习、长“金鱼缸”环节,实验二组采用小班规模、分组讨论＋交叉学习、短“金鱼缸”环节,实验三组采用小班规模、分组讨论、短“金鱼缸”环节,实验四组采用中班规模、分组讨论＋交叉学习、长“金鱼缸”环节.课程结束时进行问卷调查,由进修护士填写关于教学参与度、能力培养、知识掌握程度及实践技能掌握程度的调查问卷,对所得数据进行组间差异分析.结果 在教学参与度、能力培养及知识掌握程度方面,实验一组优于实验四组和实验二组,实验二组优于实验三组;在实践技能掌握程度方面,实验一组优于实验四组和实验二组,实验二组与实验三组的差异无统计学意义.结论 采取小班教学、分组讨论、交叉学习、适当延长实践环节并缩减教师讲授环节,能够提高“三明治”教学方法的教学效果.

Objective To investigate how to optimize the teaching scheme design of Sandwich teaching method and to provide scientific evidence for teaching reform.Methods 191 nurses who worked in the department of emergency of Tongji Hospital,Tongji Medical College,Huazhong University of Science and Technology,were divided into 4 groups randomly.Small class scale,group discussion and cross learning,long＂ goldfish bowl＂ design was used in Group 1.Small class scale,group discussion and cross learning,short＂ goldfish bowl＂ design was used in Group 2.Small class scale,group discussion,short ＂goldfish bowl＂ design was used in Group 3.Middle class scale,group discussion and cross learning,long ＂goldfish bowl＂ design was used in Group 4.A questionnaire,aiming at participation degree,ability training,knowledge and practice skill grasp,was completed by each student at the end of the course.Comparison among groups was carried out according to the data.Results In aspects of participation degree,ability training,knowledge grasp,Group 1 was better than Group 4 and Group 2,Group 2 was better than Group 3.In aspect of practice skill grasp,Group 1 was better than Group 4 and Group 2,and no significant difference was observed between Group 2 and Group 3.Conclusions Adopting small class model （20-30 students for each class）,rational design of discussion segment （group discussion and cross learning） and ＂goldfish bowl＂ segment （appropriate long time of practice） can improve teaching effect of Sandwich teaching method in aspects of participation degree,ability training,knowledge and practice skill grasp.