Application of task-driven teaching method combined with Sandwich teaching method in standardized residency training of oral general practitioners
10.3760/cma.j.cn116021-20220420-01002
- VernacularTitle:任务驱动教学法联合Sandwich教学法在口腔全科住院医师规范化培训中的应用
- Author:
Ming WANG
1
;
Haiyang LI
;
Yufeng ZHANG
;
Qinhua WANG
;
Xue ZHANG
;
Xiaotian JIANG
;
Conghua LI
Author Information
1. 重庆医科大学口腔医学院口腔全科教研室，重庆 400016
- Keywords:
Task-driven teaching method;
Sandwich teaching method;
Oral general practice;
Standardized training
- From:
Chinese Journal of Medical Education Research
2022;21(9):1220-1224
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of task-driven teaching method combined with Sandwich teaching method in the standardized residency training of oral general practitioners.Methods:A total of 40 trainees of the standardized residency training of the Teaching and Research Section of Oral General Practice in Chongqing Medical University were randomly divided into experimental group and control group. The experimental group ( n=20) adopted task-driven teaching method combined Sandwich teaching method, and the control group ( n=20) adopted the traditional teaching method. The theory assessment, skills assessment and the teaching satisfaction questionnaire survey were conducted to evaluate the teaching effects. SPSS 19.0 software was used for t-test. Results:The theoretical test scores of the experimental group were significantly higher than those of the control group [(85.85±25.61) points vs. (74.35±10.53) points], and the difference between the two groups was statistically significant ( t=8.56, P < 0.001). The skill test scores of the experimental group were significantly higher than those of the control group [(86.50±18.20) points vs. (73.40±16.57) points], and the difference was statistically significant ( t=9.94, P<0.001). The results of the teaching satisfaction questionnaire showed that the experimental group had significantly higher scores than control group in such seven aspects as improving students autonomous learning ability and interest in learning, teamwork and interpersonal relationships, diagnostic ability of cases and the accuracy, doctor-patient expression and communication ability, ability to find and solve problems, stimulating interest in scientific research and teaching, mastering and understanding the oral theoretical knowledge and so on ( t=10.40, 10.40, 9.95, 5.43, 7.66, 8.08, 9.60, respectively, all P<0.001). Task-driven teaching combined with Sandwich teaching method stimulated the learning interest of trainees and improved their comprehensive ability. Conclusion:Task-driven teaching combined with Sandwich teaching method has greatly improved the teaching effect of standardized residency training of oral general practitioners.
