【摘要】 目的借鉴三明治教学法调整教学流程,探讨适用于医学桥梁课合堂班理论教学,培养学生自主学习能力的教学方法。方法选择济宁医学院2012级临床医学本科生2个合堂班作为研究对象,分为试验组(三明治教学组)和对照组(传统教学模式组)。课程结束后,比较两组学生的理论考核成绩,并通过问卷调查形式比较两种教学方法的优缺点。结果理论课成绩:试验组为(83.89±7.64)分,明显高于对照组[(76.24±5.32)分],差异有统计学意义(t=5.24,P<0.01);问卷调查:试验组的教学方法能激发学生自主学习的积极性,提高其分析、解决问题能力。结论调整教学流程后的三明治教学法,能够应用于诊断学及外科学总论等医学桥梁课合堂班的理论教学,对提高学生自主学习、终身学习、主动分析问题的能力具有重要意义。更多还原

【Abstract】 Objective To explore the theory teaching of the medical bridge course in large class and the teaching method of cultivating students’ autonomous learning ability with the sandwich teaching method.Methods The classes of 2012 clinical medical students of Jining Medical University in two classes were choosed as the research subjects,who were divided into the experimental group(the sandwich teaching method group) and the control group(traditional teaching method group). After the end of the course,the theoretical examination results between the two groups were compared,and the advantages and disadvantages of the two teaching were compared through the questionnaire survey. Results The theoretical result in the experimental group was(83. 89 ± 7. 64) points,significantly higher than that of the control group(76. 24 ±5.32) points,the difference was statistically significant(t = 5. 24,P < 0. 01); Teaching method in the experimental group could stimulate the enthusiasm of students’ autonomous learning,improve the analysis and problem solving ability. Conclusion Sandwich teaching method after adjusting the teaching process,can be applied to diagnostics and surgery pandect and other theory teaching medical bridge course and it can improve the students’ ability of autonomous learning,lifelong learning,analying problem actively.更多还原