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| 中文摘要: |
| 探索三明治教学在骨外科临床教学中的应用效果。方法 选取临床医学专业的150名本科学生作为研究对象，随机分成实验组（75人）和对照组（75人）。实验组采用三明治教学＋床旁教学；对照组采用讲授法＋床旁教学。课程内容学习结束后采用理论测试、临床操技能测试、临床病例分析测试、问卷调查量化评分等对教学效果进行评价。计量资料以均数±标准差表示，2组间比较采用独立样本t检验。结果 实验组学生理论成绩[（53.70±4.27） vs. （48.00±4.83）]、技能考试成绩[（15.70±2.49） vs. （11.40±2.87）]及病例分析考试成绩[（17.10±1.52） vs. （13.80±1.32）]均高于对照组。问卷调查显示，实验组学生在交流及表达能力、合作能力、自我思考能力等方面的评分均高于对照组，差异均有统计学意义。结论 三明治教学应用于骨外科临床教学的效果优于传统讲授法，值得推广。 |
| 英文摘要: |
| Objective To explore the application effect of sandwich teaching method in clini-cal teaching in the department of orthopedics. Methods Totally 150 clinical medicine students were divided into 2 groups： sandwich teaching group （n=75） and lecture-based learning group（n=75）. Sandwich teaching method combined with bedside teaching method was used in sandwich teaching group while lecturing combined with bedside teaching method was used in control group. Theoretical examination， clinical operation skill test， clinical case analysis and questionnaire investigation were conducted after the course. Comparison between the two groups was made using independent sample t test and measurement data were expressed as x±s. P<0.05 signifies statistically significant differences. Results Theoretical examination score， clinical skill test score and clinical case analysis score were higher in sandwich teaching group than in control group. [（53.70±4.27） vs. （48.00±4.83）；（15.70±2.49） vs. （11.40±2.87）；（17.10±1.52） vs. （13.80±1.32）]. Questionnaire showed that commutation and expression ability， cooperation ability and self thinking ability were better in sandwich teaching group than in control group， with statistical differences. Conclusions Sandwich teaching method achieves good teaching effect and it is worth recommending in clinical teaching． |
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