改良Sandwich教学法在普通外科自主学习式教学中的应用体会

Application of the modified sandwich teaching method in self-learning teaching of general surgery

目的:探讨改良Sandwich教学法在普通外科见习及实习医师自主学习教学中的效果。方法:将Sandwich教学法根据教学实际进行改良,应用于普通外科见习及实习医师的自主学习教学及腹腔镜技能培训过程中,设计调查问卷,进行评价与反馈。结果:课程均顺利完成,金鱼缸环节同学们讨论热烈,讨论时长30~40 min,其余环节均在规定时间内完成。280名同学均完成课后调查问卷,98.9%(277/280)认为此教学方式新颖,学习效果好;评价分值(百分制)72~100分,平均(90.2±10.6)分。20.7%(58/280)提出在个人汇报环节增加时间(32人次)、增加教学频次(27人次)、金鱼缸环节增加病例及讨论时间(38人次)等建议。结论:改良Sandwich教学法应用于自主学习教学中可充分发挥两种教学方法的优势,实现1+1>2的效果;同时,Sandwich教学法可使自主学习教学流程更加标准化、流程化及实用化,通过金鱼缸环节,可更好地将理论知识应用于临床实践,从而提高教学效果,更好地培养见习及实习医师的临床思维能力。应用改良Sandwich教学法可提高普通外科自主学习式教学效果,可逐步推广应用。

Objective:The modified sandwich teaching method,a new type of educational concept,has the advantages of arousing students'learning initiative and improving teaching effects.Qilu Hospital of Shandong University has been exploring and established a novel-oriented self-learning teaching model.This study aims at evaluating the teaching effects of the modified sandwich teaching method in the teaching process of general surgery trainees and interns'self-learning.Methods:In this study,the sandwich teaching method with appropriate modifications according to the practical education,was used in the teaching process of general surgery trainees and interns'self-learning and laparoscopic surgical skills training to explore new teaching models and improve teaching effects,questionnaires were designed for evaluation and feedback.Results:All courses were successfully completed.The goldfish bowl session was discussed enthusiastically,the discussion duration was 30~40 min,and the rest of the session was completed within the specified time.All 280 students completed the after-class questionnaire,98.9%students thought that this teaching method was novel and the learning effect was good,and the evaluation score(percentile system)was 72-100,with an average of(90.2±10.6).20.7%students proposed to increase the time in the personal reporting session(32 person-times),increase the teaching frequency(27 person-times),increase the number of cases and discussion time in the goldfish bowl session(38 person-times)and so on.Conclusions:The modified sandwich teaching method applied to the self-learning teaching not only can combine the advantages from the two teaching methods to achieve the effect of 1+1>2,but also make the self-learning teaching process more standardized,streamlined and practical.Through the goldfish bowl session,theoretical knowledge can be better applied to clinical practice,thereby improving the teaching effect and better training the clinical thinking ability of trainees and interns.The modified sandwich teaching method can improve the teaching effect in general surgery trainees and interns'self-learning process,and can be applied and popularized step by step.