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Objective:To explore the application of sound thinking combined with Sandwich teaching in oncology nursing practice teaching.Methods:A total of 68 nursing students who were interns in the Department of Oncology, The First Affiliated Hospital of Air Force Medical University from 2020 to 2021 were included in the study, and they were divided into a control group ( n=34) and an observation group ( n=34). The control group took routine teaching for interns, while the observation group took sound thinking combined with Sandwich teaching. The examination results, critical thinking abilities, and the evaluation of nursing teaching effectiveness of the two groups of nursing interns were evaluated. SPSS 22.0 was used for Chi-square test and t-test. Results:The examination scores of nursing students in the observation group were higher than those in the control group ( t=3.44, 2.87, 3.45, P<0.05). Compared with those before training, the scores of critical thinking ability of nursing interns in both groups increased after the training, and the observation group was better than the control group ( t=0.180, 3.64, 0.61, 2.92, 0.31, 2.74, 0.45, 2.65, 0.25, 3.58, 1.16, 2.85, 0.36, 3.20, 0.33, 2.38, P<0.05). The scores of autonomous learning ability, communication and collaboration ability, independent thinking ability, clinical reasoning ability, and problem-analyzing and -solving ability in the observation group were higher than those in the control group ( t=2.82, 3.46, 2.68, 3.29, 2.44, P<0.05). Conclusion:Combining sound thinking with Sandwich teaching in nursing clinical practice teaching in department of oncology can improve the examination scores of nursing students, improve their critical thinking abilities, and enable them to give a high evaluation of nursing teaching effectiveness.
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The youngest generation of students prefers a more active learning style. Sandwich teaching may suit their learning style by alternating between active individual learning and passive collective learning. Sandwich teaching has been rarely applied to the Community Nursing Course for nursing students, and its teaching effects on this course remain unclear. This study applied Sandwich teaching to the Community Nursing Course for Chinese nursing undergraduates and investigated its effects on students' critical thinking, self-learning ability, course experience, and academic performance. This is a quasi-experimental study with 72 Chinese nursing undergraduates. Students receiving traditional teaching were enrolled in the control group (n = 36), and those who received Sandwich teaching were recruited into the experimental group (n = 36). Both groups received the 12-week, 90-min Community Nursing Course. Our main outcome variable, including students' critical thinking, self-learning ability, and course experience, was assessed by specific questionnaire. The paired t-tests were applied to compare the differences of the same group in the pre-test and the post-test, and the independent-sample t-tests were used to compare the differences between the two groups. We observed that nursing students' critical thinking ability and self-learning ability were significantly improved after receiving Sandwich teaching. Students' course experience of Sandwich teaching was significantly better than that of traditional teaching. The final exam score in the experimental group was not significantly higher than that in the control group. These results suggest that Sandwich teaching in Community Nursing Course improved Chinese nursing undergraduates' critical thinking, self-learning ability, and course experience, but failed in improving academic performance.
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Objective:To explore the application effect of "sandwich" teaching in the standardized residency training of blood purification center.Methods:A total of 72 residents who participated the standardized residency training of blood purification center of The Third Hospital of Mianyang from July 2019 to November 2019 and December 2019 to April 2020 were selected to be divided into control group and research group in average. The control group used traditional teaching and the research group took "sandwich" teaching, respectively. The two groups of subject assessment results and post competency before and after the teaching were compared. SPSS 23.0 software was used for t test and chi square test. Results:The research group's academic knowledge test scores and practical operation skills test scores were (91.64±5.38) points and (86.81±5.30) points respectively, and those in the control group were (84.25±5.26) points and (78.28±5.07) points respectively, and the scores in the study group were higher than those in the control group ( P<0.05). After teaching, the assessment scores of personal quality, professional knowledge, professional skills, professional ability and self-concept of the research group were (18.61±2.38) points, (18.28±2.29) points, (17.56±2.20) points, (18.81±2.41) points and (17.75±2.34) points respectively, and those in the control group were (16.42±2.19) points, (15.81±2.37) points, (15.06±2.41) points, (16.31±2.35) points and (15.31±2.28) points respectively. All above scores of the two groups after teaching were higher than those before teaching ( P<0.05), and those of the research group after teaching were higher than those of the control group ( P<0.05). Conclusion:"Sandwich" teaching can improve the examination results and post competency of the residents during the standardized residency training of the blood purification center.
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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.
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Objective To investigate the application effect of the sandwich teaching method in the course of Surgical Nursing . Methods Two classes of the students majoring in nursing were randomly divided into control group and observation group, with 36 students in each group. The students in the control group received the traditional teaching method, and those in the observation group received the sandwich teaching method . The teaching effect was compared between the two groups by theoretical assessment and questionnaire survey. SPSS 24.0 was used for analysis of variance and the t-test. Results Compared with the control group, the observation group had significantly higher scores of course assessment, learning atmosphere, and learning initiative. The observation group also had significantly higher good rates of learning atmosphere and learning initiative than the control group(P<0.05). Conclusion The sandwich teaching method can significantly improve students' abilities of communication and problem solving, arouse their enthusiasm of learning, and increase the interestingness of classroom, and therefore, it has a practical value in teaching.
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Objective To explore the effect and teaching methods of double supervisor sandwich teaching in rehabilitation medicine teaching. Methods Totally 48 students from eight-year program class in our university were randomly divided into experimental group and control group. Experimental group (24 students) using double supervisor sandwich teaching method, which was jointly conducted by an associate professor and a lecturer while control group (24 students) used the traditional single supervisor sandwich teaching method. Tests including basic theoretical knowledge and clinical application knowledge were delivered immediately after class to evaluate teaching efficacy, during which SPSS 23.0 software was used for statistical analysis and t-test was used for score comparison. Results The total scores of the tests in the experimental group and the control group were respectively (91.42±5.76) and (86.02±10.24). There was significant difference between the two groups (t=2.249, P=0.031). The scores of basic theoretical knowledge of experimental group and control group were (62.23 ±3.43) and (58.07 ±5.57). The differences be-tween the two groups were statistically significant (t=3.120, P=0.003). The scores of clinical application knowledge of the experimental group and the control group were (29.19±4.75) and (27.96±8.01). There was no significant difference between the two groups (t=0.646, P=0.522). Conclusion The application of double supervisor sandwich teaching method in rehabilitation medicine can not only significantly enhance the quality of teaching, but also improve students' test scores.
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Objective To compare the effectiveness of implementation of multi-teaching model ( MT) and case based teaching ( CBT) in pediatric teaching among undergraduate medical students. Methods Eighty one trainee students were divided into CBT and MT groups. Scenario based teaching ( SBT) , sandwich teaching ( ST) and CBT were given to students of MT group. Results The self evaluation scores of " how much have you grasp before the class"by students after class in MT group were higher than those of CBT group[5.0(2.5,7,5) vs 4.0(3.0,5.0), Z=2.011,P＜0.05]. The scores of obstructive structured clinical examination after training of MT group were higher than those of CBT group[ 93.0(90.3,97.0) vs 83.25(78.3,86.4),Z=7.752,P＜0.001]. Conclusions MT is better than CBT in pediatric training among undergraduate medical students.
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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.
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Objective To explore the application effect of Sandwich teaching method in clinical teaching in the department of neurosurgery.Methods Totally 144 clinical medicine students were divided into 2 groups:Sandwich teaching group (n=72) and traditional teaching group (n=72).The analysis of test and the questionnaire of the students were conducted after the course.Comparison between the two groups was made using independent sample t test and measurement data were expressed as as ± s.P＜0.05 signifies statistically significant differences.Rank sum test was used to compare the distribution of the test scores.Results The test score was statistically higher in Sandwich teaching group than control group [(76.38 ± 10.84) vs.(69.67 ± 10.50)].And the main distribution of the test scores was 70～90 in Sandwich teaching group while 60～80 in control group.Questionnaire showed that the scores of Sandwich teaching group were statistically higher than those ofthe control group in five aspects such as enhancing self-learning ability,improving the ability to analyze and solve problems,and so on.Conclusions Sandwich teaching method achieves good teaching effect and it is worth recommending in clinical teachifig.
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Objective To compare the application effect of the Sandwich teaching method and case teaching method in undergraduate nursing students in clinical nursing teaching.Methods 114 undergraduate nursing students were divided into observation group and control group by random number table,and each group had 57 students.The control group used case teaching method,which the teacher used case to teach,while the observation group used the Sandwich method,including teacher guides,group discussions,cross discussion,group report,teacher's comments,case analysis,etc.Results The score of theory test in observation group was 86.14±7.24,which was significantly higher than 77.46±6.97 of the control group (t=6.515,P ＜ 0.01);Students of observation group thinking yes in the nine survey items was 85.96％ to 100.00％.Conclusions The effect of Sandwich teaching method is better than case teaching method,and has high satisfaction of nursing students.
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Objective To explore the teaching effect of sandwich teaching in medical psychol-ogy. Methods Totally 101 preventive medicine majors of five-year program were divided into two groups:control group(n=52) and experimental group(n=49). Students in control group were taught by traditional teaching while those in experimental group by sandwich teaching method. Teaching qualities were evaluated by final exam and questionnaire. Exam scores were expressed as x±s and were ana-lyzed by t test. Questionnaine results were expressed as number of people and percentage. Results Scores of experimental group in multiplechoice, case study and final grade (30.347±4.171, 32.031± 2.781, 74.296±5.642, respectively) were better than those of control group (28.520±4.443, 28.760± 4.305, 70.010±7.783, respectively), with significant differences between two groups(P0.05). More than 80.0% students in experimental group thought sandwich teaching improved their communication collaborative capacity , logical thinking ability and problem solving ability, etc. Conclusions With satisfactory teaching effect, sandwich teaching promotes teaching quality.
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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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We analyzed the special characteristics of postgraduate education for anesthesiology majors based on the current situation of medical postgraduate education.Next,we introduced the ‘ sandwich' teaching method and discussed how it can promote students' subjective initiative by transforming various learning patterns.Finally,the effectiveness of study was elevated by ‘sandwich' teaching method.
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Objective To investigate the teaching effects of Sandwich teaching mode applied in clinical oncology teaching.Methods Totally 72 clinical medicine undergraduates were divided into two groups randomly:Sandwich teaching group and traditional teaching group.Sandwich teaching mode was introduced to Sandwich teaching group while traditional teaching mode was carried out in traditional teaching group.Questionnaires and test paper were analyzed between the two groups and two teaching modes were evaluated.Examination results were statistically analyzed by t test.Results According to the questionnaires,more than 80 percent of the students thought that the initiative and enthusiasm were fully mobilized by the Sandwich teaching mode.Studying efficiency was improved significantly and skills of independent thinking,comprehensive analysis and problem-solving were trained,meanwhile,Sandwich teaching mode can improve the ability of expression and communication.Test score of students in Sandwich teaching group was higher than those in traditional teaching group (P＜0.05).Conclusions Sandwich teaching mode has obvious advantages in improving teaching quality of clinical oncology and it may help to cultivate high quality oncology specialists.
