Sandwich Teaching Research Articles

Retracted: Application of Sandwich Teaching Method Based on Network Platform in Rehabilitation Nursing Teaching in Postepidemic Era.

[This retracts the article DOI: 10.1155/2022/7489023.].

Application of Sandwich Teaching Method Based on Network Platform in Rehabilitation Nursing Teaching in Postepidemic Era.

Rehabilitation nursing teaching is one of the key points of nursing teaching. The quality of rehabilitation nursing teaching directly affects the comprehensive ability of clinical interns. Therefore, teachers must further deepen the reform of clinical nursing teaching, improve the teaching system, and explore effective clinical nursing teaching methods. This paper introduces the application of the network teaching mode based on sandwich in rehabilitation nursing teaching, which provides guidance and help for the clinical nursing teaching mode. Through sandwich teaching activities for third year students of the nursing department, taking mastering theoretical knowledge, changing critical thinking ability, and changing learning initiative as indicators, this paper analyzes the sandwich teaching mode and discusses the cultivation of nursing students' ability. The experimental results showed that after the intervention, there was a statistically significant difference in the learning initiative of students in the experimental group (t = −29.713, p ≤ 0.001). After the intervention, there was a significant difference in the learning initiative of the control group (t = −3.368, p ≤ 0.001).

Sandwich teaching improved students' critical thinking, self-learning ability, and course experience in the Community Nursing Course: A quasi-experimental study.

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.

A Meta-analysis of the Effect of the Sandwich Teaching Model on the Learning Outcomes of Nursing Students

Objective: To evaluate the effect of the sandwich teaching model on the learning effect of nursing students. Methods: The Chinese and English databases of CNKI, WanFang, Vip, superstar, and PubMed were searched by computer, and the data were analyzed by Rev Man 5.3 software after literature quality evaluation. Results: Meta-analysis showed that the theoretical and operational performance of the nursing students in the sandwich teaching method was better than that of the traditional teaching group. Conclusion: The sandwich approach was superior to the traditional teaching method in the learning outcomes of nursing students.

Methods and Effect Analysis of Introducing Sandwich Teaching in Orthodontics

Purpose: To explore the method and effect of introducing Sandwich Teaching in Orthodontics.Methods: From September 2018 to June 2019, 74 students from a medical school's oral teaching course were selected as subjects, and were randomly grouped into two groups with 37 students in each group. The control group applied the conventional teaching mode, and the observation group introduced the sandwich teaching method. Test scores for each group are recorded, as well as the satisfaction of the teaching model evaluated by students. Results: The observation group showed better results in noun interpretation and case analysis than the control group, P <0.05. The degrees of creative thinking, independent learning, learning interest, teamwork, student orientation of the observation group is 97.06%, 100.0%, 100.0%, 94.12%, 94.12% higher than the results of control group 79.41%, 88.24%, 85.29%, 74.46%, 70.59%, P <0.05. Conclusion: Introducing the Sandwich Teaching method in Orthodontics can improve the performance of students and the satisfaction of teaching. Therefore, it has a higher teaching value.

“三明治”教学法在“天线原理与设计”课程教学中的应用

“三明治”教学法在“天线原理与设计”课程教学中的应用

Application of the sandwich teaching method in the course of Surgical Nursing

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. Key words: Sandwich teaching; Surgical nursing; Teaching reform

Sandwich teaching method in school learning phase among nursing students in China: a meta-analysis

Objective To evaluate the effects of Sandwich teaching in school learning phase among nursing students in China. Methods We retrieved the control studies on the application effects of Sandwich teaching and conventional teaching in school teaching phase of nursing in China National Knowledge Infrastructure (CNKI) , VIP database and WanFang database from January 2000 to June 2018 by computer. The Review Manager (RevMan) 5.3 was used to the meta-analysis. Results A total of 14 literatures were included finally. Analysis showed that the theoretical achievements and practical achievements of nursing students during school learning phase with Sandwich teaching were better than those with conventional teaching with statistical differences (P<0.05) , and critical thinking of them obviously improved statistically (P<0.05) . Conclusions Based on the existing literatures, the effects of Sandwich teaching in school learning phase among nursing students are better than those of conventional teaching. Key words: Students, nursing; Sandwich teaching method; Meta-analysis; Theoretical achievement; Practical achievement; Critical thinking

Application of double supervisor sandwich teaching in rehabilitation medicine teaching

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 between 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. Key words: Sandwich teaching; Rehabilitation medicine; Medical education

Application of sandwich teaching method based on CBL principle in clinical teaching of pediatric surgery combined with network database

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 traditional teaching + bedside teaching. The teaching effect was evaluated through theoretical and practical examinations 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 network 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 questionnaire 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. Key words: Sandwich teaching method; Network database; Pediatric surgery

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

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

Comparison of the Sandwich teaching method and case teaching method in undergraduate nursing students

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. Key words: The Sandwich teaching method; Case teaching method; Undergraduate nursing students; Clinical nursing teaching

Application of sandwich teaching method in teaching of medical psychology

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（P〈0.05 for all）. But there was no significant difference between two groups in short-answer questions score （11.918± 2.431, 12.731±2.523, respectively）（P〉0.05）. 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. Key words: Sandwich teaching; Medical psychology

Application and evaluation of sandwich teaching method in clinical teaching in the department of orthopedics

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. Key words: Sandwich teaching method; Clinical teaching; Evaluation

Application of Sandwich mode in clinical oncology teaching

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. Key words: Clinical oncology; Sandwich teaching mode; Teaching quality

Application of ‘ sandwich' teaching method in postgraduate education for anesthesiology majors

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. Key words: Sandwich teaching method; Postgraduate Education; Anesthesiology; Teaching