中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2014年
2期
165-168
,共4页
三明治教学%医学心理学
三明治教學%醫學心理學
삼명치교학%의학심이학
Sandwich teaching%Medical psychology
目的探讨三明治教学在医学心理学教学中的应用效果。方法随机选取2011级预防医学本科101名学生分别作为对照组（n=52）和实验组（n=49）。在医学心理学课程中，对照组采用传统教学，实验组实施三明治教学。授课结束后对两组学生统一进行期末考试，并对实验组学生行问卷调查，以评价教学效果。考试成绩结果以均数±标准差（x±s）表示，对两组学生平均成绩行t检验；问卷调查结果统计选择每个选项的人数和百分比。结果实验组学生选择题、案例分析题和总成绩分别为（30.347±4.171）分、（32.031±2.781）分、（74.296±5.642）分，均高于对照组的（28.520±4.443）分、（28.760±4.305）分、（70.010±7.783）分，差异均具有统计学意义（P=0.035、P=0.000、P=0.002）；实验组和对照组简答题得分分别为（11.918±2.431）和（12.731±2.523），差异无统计学意义（P=0.103）。实验组80.0%以上的学生认为三明治教学法效果良好，能够提高沟通协作能力、逻辑思维能力以及分析解决问题能力等。结论三明治教学法在医学心理学教学中效果良好，提高了教学质量。
目的探討三明治教學在醫學心理學教學中的應用效果。方法隨機選取2011級預防醫學本科101名學生分彆作為對照組（n=52）和實驗組（n=49）。在醫學心理學課程中，對照組採用傳統教學，實驗組實施三明治教學。授課結束後對兩組學生統一進行期末攷試，併對實驗組學生行問捲調查，以評價教學效果。攷試成績結果以均數±標準差（x±s）錶示，對兩組學生平均成績行t檢驗；問捲調查結果統計選擇每箇選項的人數和百分比。結果實驗組學生選擇題、案例分析題和總成績分彆為（30.347±4.171）分、（32.031±2.781）分、（74.296±5.642）分，均高于對照組的（28.520±4.443）分、（28.760±4.305）分、（70.010±7.783）分，差異均具有統計學意義（P=0.035、P=0.000、P=0.002）；實驗組和對照組簡答題得分分彆為（11.918±2.431）和（12.731±2.523），差異無統計學意義（P=0.103）。實驗組80.0%以上的學生認為三明治教學法效果良好，能夠提高溝通協作能力、邏輯思維能力以及分析解決問題能力等。結論三明治教學法在醫學心理學教學中效果良好，提高瞭教學質量。
목적탐토삼명치교학재의학심이학교학중적응용효과。방법수궤선취2011급예방의학본과101명학생분별작위대조조（n=52）화실험조（n=49）。재의학심이학과정중，대조조채용전통교학，실험조실시삼명치교학。수과결속후대량조학생통일진행기말고시，병대실험조학생행문권조사，이평개교학효과。고시성적결과이균수±표준차（x±s）표시，대량조학생평균성적행t검험；문권조사결과통계선택매개선항적인수화백분비。결과실험조학생선택제、안례분석제화총성적분별위（30.347±4.171）분、（32.031±2.781）분、（74.296±5.642）분，균고우대조조적（28.520±4.443）분、（28.760±4.305）분、（70.010±7.783）분，차이균구유통계학의의（P=0.035、P=0.000、P=0.002）；실험조화대조조간답제득분분별위（11.918±2.431）화（12.731±2.523），차이무통계학의의（P=0.103）。실험조80.0%이상적학생인위삼명치교학법효과량호，능구제고구통협작능력、라집사유능력이급분석해결문제능력등。결론삼명치교학법재의학심이학교학중효과량호，제고료교학질량。
Objective To explore the teaching effect of sandwich teaching in medical psychol-ogy. Methods Totally 101 preventive medicine majors of five-year program were divided into two groups:control group(n=52) and experimental group(n=49). Students in control group were taught by traditional teaching while those in experimental group by sandwich teaching method. Teaching qualities were evaluated by final exam and questionnaire. Exam scores were expressed as x±s and were ana-lyzed by t test. Questionnaine results were expressed as number of people and percentage. Results Scores of experimental group in multiplechoice, case study and final grade (30.347±4.171, 32.031± 2.781, 74.296±5.642, respectively) were better than those of control group (28.520±4.443, 28.760± 4.305, 70.010±7.783, respectively), with significant differences between two groups(P<0.05 for all). But there was no significant difference between two groups in short-answer questions score (11.918± 2.431, 12.731±2.523, respectively)(P>0.05). More than 80.0% students in experimental group thought sandwich teaching improved their communication collaborative capacity , logical thinking ability and problem solving ability, etc. Conclusions With satisfactory teaching effect, sandwich teaching promotes teaching quality.
