三明治教学在医学心理学教学中的应用

目的探讨三明治教学在医学心理学教学中的应用效果。方法随机选取2011级预防医学本科101名学生分别作为对照组（n=52）和实验组（n=49）。在医学心理学课程中，对照组采用传统教学，实验组实施三明治教学。授课结束后对两组学生统一进行期末考试，并对实验组学生行问卷调查，以评价教学效果。考试成绩结果以均数±标准差（x±s）表示，对两组学生平均成绩行t检验；问卷调查结果统计选择每个选项的人数和百分比。结果实验组学生选择题、案例分析题和总成绩分别为（30.347±4.171）分、（32.031±2.781）分、（74.296±5.642）分，均高于对照组的（28.520±4.443）分、（28.760±4.305）分、（70.010±7.783）分，差异均具有统计学意义（P=0.035、P=0.000、P=0.002）；实验组和对照组简答题得分分别为（11.918±2.431）和（12.731±2.523），差异无统计学意义（P=0.103）。实验组80.0%以上的学生认为三明治教学法效果良好，能够提高沟通协作能力、逻辑思维能力以及分析解决问题能力等。结论三明治教学法在医学心理学教学中效果良好，提高了教学质量。

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.