Application of sandwich teaching method based on CBL principle in clinical teaching of pediatric surgery combined with network database
10.3760/cma.j.issn.2095-1485.2017.12.022
- VernacularTitle:基于CBL原理的三明治教学结合网络资源库在小儿外科临床教学中的应用
- Author:
Chao ZHENG
1
;
Xing LIU
;
Ming LI
;
Cong LUO
Author Information
1. 400014,重庆医科大学附属儿童医院骨科中心
- Keywords:
Sandwich teaching method;
Network database;
Pediatric surgery
- From:
Chinese Journal of Medical Education Research
2017;16(12):1285-1288
- CountryChina
- Language:Chinese
-
Abstract:
Objective To investigate the application of sandwich teaching method based on CBL principle in clinical teaching of pediatric surgery combined with network database. Methods A total of 147 undergraduate students in clinical medicine were selected and randomly divided into experimental group (84 persons) and control group (63 persons). The experiment group used sandwich teaching based on CBL principle + bedside demonstration + network resource library, while the control group adopted tradi-tional teaching + bedside teaching. The teaching effect was evaluated through theoretical and practical ex-aminations and quantitative feedback questionnaires. The t-test of independent samples was performed in two groups, and the scores of the questionnaires were matched by paired t-test. Results The scores of net-work test, case discussion, summary and written test in the experimental group were better than those in the control group [(37.56 ±1.32) vs. (35.10 ±1.25); (27.61 ±0.94) vs. (24.71 ±1.51); (27.02 ±1.11) vs. (26.29±1.30); (88.28±1.97) vs. (83.60±4.58)], the difference was statistically significant. The question-naire survey showed that the students in the experimental group were better than the control group in the learning efficiency, team cooperation, independent thinking, theory connection, and so on. Conclusions The sandwich teaching method based on CBL principle, combined with the network database, is better than the traditional method in the clinical teaching of pediatric surgery, and can promote the theoretical and overall teaching effect, which is worth popularizing.
