CAJ | 학술논문

目的：探讨 Sandwich 和 Problem －based learning （PBL）教学法在诊断学教学中应用与实践效果。方法选择90名2013年进入诊断学学习的学生，随机分为实验组（Sandwich 组，30人），对照组（PBL 组，30人）和空白对照组（传统教学组，30人）。利用问卷调查及考试成绩评价分析教学效果。结果问卷调查显示，超过90％的学生认为 Sandwich 教学法效果优于其他教学法，Sandwich 教学法可以激发学习兴趣，提高效率，培养学生分析和解决问题的能力，同时提高学生表达、沟通和团队协作能力，并且使学生学会分享。实验组考试成绩优于其他组（P ＜0．05）。结论Sandwich 教学法在诊断学教学中取得良好的效果，可推广应用。
목적：탐토 Sandwich 화 Problem －based learning （PBL）교학법재진단학교학중응용여실천효과。방법선택90명2013년진입진단학학습적학생，수궤분위실험조（Sandwich 조，30인），대조조（PBL 조，30인）화공백대조조（전통교학조，30인）。이용문권조사급고시성적평개분석교학효과。결과문권조사현시，초과90％적학생인위 Sandwich 교학법효과우우기타교학법，Sandwich 교학법가이격발학습흥취，제고효솔，배양학생분석화해결문제적능력，동시제고학생표체、구통화단대협작능력，병차사학생학회분향。실험조고시성적우우기타조（P ＜0．05）。결론Sandwich 교학법재진단학교학중취득량호적효과，가추엄응용。
Objective To investigate the teaching effects of application and practice of Sandwich and PBL mode in diagnostics teaching.Methods Totally 90 clinical medicine undergraduates who underwent diagnostics teaching in 2013 were divided randomly into three groups: Experimental group (Sandwich mode, 30), control group (PBL mode, 30) and blank group (traditional mode, 30).Questionnaires and test paper were analyzed and evaluated three teaching modes.Results According to the questionnaires, more than 90 percent of students thought that Sandwich mode was more effective and good than PBL and traditional mode .The initiative and enthusi-asm were mobilized fully by the Sandwich teaching mode , and the efficiency of study and skills of analysis and problem -solving were enhanced and trained by Sandwich teaching mode , moreover, skills of expression, commu-nication and cooperation also were improved significantly .The important point, the sharing was cultivated by Sand-wich teaching mode.Test score of students in Sandwich teaching group was higher than those in PBL and traditional teaching group(P <0.05).Conclusion The teaching effect was obtained well and effectively by Sandwich teach -ing mode in diagnostics teaching, and Sandwich teaching mode would be applied and popularized .