Sandwich教学在神经外科临床教学中的应用及评价

Application and evaluation of Sandwich teaching method in clinical teaching in the department of neurosurgery

目的探讨Sandwich（三明治）教学在神经外科临床教学中的应用效果。方法选取神经外科临床教学目标中同专业同年级学生144名，随机分为实验组和对照组（各72人）。实验组采用Sandwich教学，对照组采用传统讲授。教学效果评价采用考卷分析及学生调查两种方式。两组间比较采用独立样本t检验；成绩分布比较采用秩和检验。结果实验组考试成绩高于对照组，分别为（76．38±10．84）分和（69．67±10．50）分；实验组（70～90分）和对照组（60～80分）成绩主要分布差异均有统计学意义。调查显示，实验组学生在增强自学能力等方面评分均高于对照组，差异有统计学意义。结论应用Sandwich教学可提高神经外科的临床教学质量，值得推广。

Objective To explore the application effect of Sandwich teaching method in clinical teaching in the department of neurosurgery. Methods Totally 144 clinical medicine students were divided into 2 groups： Sandwich teaching group （n=72） and traditional teaching group （n=72）. The analysis of test and the questionnaire of the students were conducted after the course. Comparison between the two groups was made using independent sample t test and t data were expressed as x ＋ s. P〈0.05 signifies statistically significant differences. Rank sum test was used to compare the distribution of the test scores. Results The test score was statistically higher in Sandwich teaching group than control group [（76.38 ± 10.84） vs. （69.67 ± 10.50）]. And the main distribution of the test scores was 70-90 in Sandwich teaching group while 60~80 in control group. Questionnaire showed that the scores of Sandwich teaching group were statistically higher than those of the control group in five aspects such as enhancing self-learning ability, im- proving the ability to analyze and solve problems, and so on. Conclusions Sandwich teaching method achieves good teaching effect and it is worth recommending in clinical teaching.