在乳腺癌放射治疗教学见习中应用三明治教学法提高学生临床思维能力的研究

• 作 者: 王大鹏 宋雪 王思嘉 吴爽 佟旭
• 机 构: 齐齐哈尔医学院附属第三医院放疗科 黑龙江齐齐哈尔 161000;齐齐哈尔医学院附属第三医院放疗科 黑龙江齐齐哈尔 161000;齐齐哈尔医学院附属第三医院放疗科 黑龙江齐齐哈尔 161000;齐齐哈尔
• 出 处: 自我保健
• 发表日期: 2021年15期
• 关键词: Breast cancer Education Sandwich method Clinical thinking ability

目的:在乳腺癌放射治疗学见习教学中引入三明治教学方法,探究其优势与不足,以期提高放射治疗学教学质量,改善教学效果.方法:对照组既往运用传统的见习教学模式进行授课,实验组运用三明治教学法进行教学.课堂教学后进行效果评价及问卷调查.结果:实验组各项成绩均显著高于对照组(P0.01).实验组中95％以上的学生认为对自身临床思维能力的培养有较大帮助,91％的学生认为三明治教学法效果好,能够帮助他们提高学习的主动性;75％的学生表示能够很好或较好地适应“三明治”教学方法,其余25％的学生表示能够接受该方法,但由于自“,”Objective In order to improve the teaching quality and effect of radiotherapy, sandwich teaching method is introduced in the teaching of breast cancer radiotherapy probation. Methods The control group used the traditional probation teaching mode, while the experimental group used the sandwich teaching method.Effect evaluation and questionnaire survey were conducted after classroom teaching. Results The results of the experimental group were significantly higher than those of the control group (P 0.01). More than 95％ of the students in the experimental group believed that it was of great help to the cultivation of their own clinical thinking ability. 91％ of the students believed that sandwich teaching method had good effects and could help them improve their learning initiative. 75％ of the students indicated that they could adapt to the “sandwich” teaching method very well or well, and the remaining 25％ said that they could accept the method, but they needed to gradually adapt to it due to their own conditions and personalities. Eighty-eight percent of the students thought the method helped deepen their understanding of knowledge. Conclusions The introduction of sandwich teaching method in breast cancer radiotherapy probation teaching can improve students\'\' clinical thinking ability and their enthusiasm for independent learning, cultivate their ability of communication and cooperation, strengthen their clinical thinking, and significantly improve their learning efficiency and performance, which is worthy of further promotion in clinical teaching.