Application and evaluation of Sandwich teaching method in clinical teaching in the department of neurosurgery

Abstract

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 ±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 of the 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 teaching. Key words: Sandwich teaching method; Clinical teaching; Neurosurgery; Evaluation