摘要
目的探讨“Sandwich”教学法在医学影像学教学中的应用价值。方法选取2018年度、2019年度山东大学口腔医学专业五年制学生分别作为对照组和实验组,对照组为传统教学组,实验组为“Sandwich”教学组。然后统一标准考核,比较考核成绩。结果“Sandwich”教学组成绩优于传统教学组(P<0.05)。结论“Sandwich”教学法使学生与老师、学生与学生之间增强交流,能充分调动学生的学习积极性,提高学生的自主学习、表达沟通和临床思维能力。
Objective To investigate the application value of the Sandwich teaching method in medical imaging teaching.Methods The five-year students majoring in stomatology of Shandong University in 2018 and 2019 were taken as the control group and the experimental group respectively.The sandwich teaching method was used in the experimental group,and the traditional teaching method was used in the control group.We unifying the assessment standard,and then compared the assessment results.Results The scores of the Sandwich teaching group are better than those of traditional teaching group(P<0.05).Conclusion Sandwich teaching method can enhance communication in the class,arouse the enthusiasm for learning,improve the abilities of self-learning and clinical thinking of students.
作者
岳宁
邵广瑞
仲海
李朝华
庞国栋
赵永
YUE Ning;SHAO Guangrui;ZHONG Hai;LI Zhaohua;PANG Guodong;ZHAO Yong(Imaging center,The Second Hospital of Shandong University,Jinan 250033,P.R.China)
出处
《医学影像学杂志》
2020年第10期1915-1917,共3页
Journal of Medical Imaging
基金
山东大学临床医学院本科教育教学改革与研究重点项目(编号:LCJY-06)。
