“三明治”教学法在心血管内科教学中的应用

Study on the effect of“sandwich”teaching method in cardiovascular medicine teaching

目的探讨“三明治”教学法在心血管内科教学中的应用效果。方法选取2021年7月—2022年5月于心血管内科专业实习的84名实习护士作为研究对象,采用数表法随机将所有实习生分为研究组和对照组,各42名。研究组实施“三明治”教学法进行教学培训,对照组实施传统教学方案进行教学培训。教学结束后,对两组实习生理论知识考核成绩、技能操作考核成绩进行对比分析,并通过自评问卷的方式对教学效果进行评估。结果研究组理论知识考核成绩、实践考核评分均高于对照组,差异有统计学意义(P<0.05);研究组对提高课堂吸引力、提高学习积极性、提高自主学习能力、提高获取信息能力、提高分析和解决问题的能力、提高交流沟通能力、提高归纳总结能力、提高团队协作能力八项评价均优于对照组,差异有统计学意义(P<0.05);研究组教学满意度高于对照组,差异有统计学意义(P<0.05)。结论“三明治”教学法相较于传统教学方式,能够帮助学生提高学习积极性,有效改善其信息获取能力及解决问题能力,强化团队协作,教学效果更佳,值得进一步在医学教学当中推广应用。

Objective To explore the application effect of“sandwich”teaching method in the teaching of cardiovascular medicine.Methods A total of 84 practice nurses who practiced in the Department of Cardiovascular Medicine in our hospital from July 2021 to May 2022 were selected as the research objects,and all the interns were randomly divided into the study group and the control group by the number table method,with 42 in each.The research group implemented the“sandwich”teaching method for teaching training,and the control group implemented the traditional teaching plan for teaching training.method to evaluate teaching effectiveness.Results The theoretical knowledge assessment scores and practical assessment scores of the research group were higher than those of the control group,which were comparable(P<0.05),improving the ability of analysis and problem solving,improving the ability of communication,improving the ability of summarizing and improving the ability of teamwork are all better than the control group,and they are comparable(P<0.05);the teaching satisfaction of the research group is higher than that of the control group,were comparable(P<0.05).Conclusion Compared with the traditional teaching method,the“sandwich”teaching method can help students improve their learning enthusiasm,effectively improve their information acquisition ability and problem-solving ability,strengthen teamwork,and have better teaching effect.It is worthy of further promotion and application in medical teaching.