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| 中文摘要: |
| 目的 评价“内科学”教学中采用“三明治教学法”教学流程的合理性，验证其“组间交叉学习讨论”环节存在的必要性。方法 将上海中医药大学中医学专业学生33名，随机分为控制组（用标准三明治流程授课）和对照组（用简化的三明治流程授课），课后采用DREEM量表测定两组学生对教学环境体验的评价，进行组间比较。结果 控制组DREEM量表总分高于对照组，差异有统计学意义；控制组学术知觉分量表总分高于对照组，其中“我对通过今年的考试充满信心”等3项优于对照组（P＜0.05）；其他知觉维度的分量表总分两组之间差异无统计学意义（P＞0.05），但控制组在“在临床教学过程中，气氛很和谐”等9项明显优于对照组，差异具有统计学意义。结论 “三明治教学法”可为学生创设积极、有效的支持性教育环境，其交叉讨论环节可促使学生积极参与教学过程，有助于增加学生学术自信与学习成就感，有助于创建和谐师生及学习伙伴之间的关系，营造轻松愉快的教学气氛，使学生获得更好的学习环境体验，此教学环节不可或缺。 |
| 英文摘要: |
| Objective To evaluate the rationality of the "Sandwich Principle teaching mode" adopted in our teaching of internal medicine and verify the necessity of its "Intergroup intersecting discussion". Methods 33 students majoring in traditional Chinese medicine were divided into control group (taught by standard process of sandwich principle) and experiment group (taught by simplified process of sandwich principle). The Dundee Ready Education Environment Measure (DREEM) was used to evaluate students' feelings toward the two teaching modes. Results The total score of DREEM in the control group was higher than that in the experiment group, with statistically significant difference; the total score in the academic perception subscale in the control group was higher than that in the experiment group, among which the scores of "I have faith in passing the exam this year" and other 2 items were better than that in the experiment group, with statistically significant difference (P＜0.05); there were no statistical difference in the total scores of other perception subscales between the two groups(P＞0.05), but the scores of the 9 items including "the atmosphere is very harmonious in the clinical teaching process" in the control group were significantly better than those in the experiment group, with statistically significant difference(P＜0.05). Conclusion The teaching mode of Sandwich Principle can create a positive and effective learning environment for supporting students. "Intergroup intersecting discussion" can encourage students to actively participate in the teaching process, and help increase their academic confidence and sense of achievement in learning. It is also helpful to build a harmonious teacher-student relationship and create a relaxing and pleasant learning environment so that students can gain a better learning experience. Therefore, "Intergroup intersecting discussion" is indispensable in medical teaching. |
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