| 引用本文: |
蔡蔚, 陈楠, 刘起立, 谢海平, 郭晨璐, 龙蠡.“三明治”教学体系在泌尿外科住院医师住培教学中的应用[J].湖南中医药大学学报,2025,45(4):770-774[点击复制] |
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| “三明治”教学体系在泌尿外科住院医师住培教学中的应用 |
| 蔡蔚,陈楠,刘起立,谢海平,郭晨璐,龙蠡 |
| (湖南中医药大学第一附属医院, 湖南 长沙 410007;湖南中医药大学, 湖南 长沙 420208) |
| 摘要: |
| 目的 探索“三明治”教学体系在泌尿外科住培医师住培教学中的应用价值。方法 结合本院住培医师管理安排，选取湖南中医药大学第一附属医院2022年11月—2024年8月两个教学年度全体泌尿外科临床轮转的住培医师共220人，按照住培医师轮转要求，以1个月为1个周期，在1个周期内选取全部的住培医师为1个研究小组。通过随机抽样的方法将所有研究小组等分为2组（对照组、实验组），所有学员均不知其所在组别，共计22个研究小组。实验组采用“三明治”教学体系，对照组采用传统教学体系，教学结束后对两组住培医师进行问卷调查和考核测评，来评价两组的教学成效。结果 实验组的考核成绩明显高于对照组（P>0.05），实验组在教学体系认可度、知识掌握程度、趣味性、提升自主学习能力和提升临床综合能力均高于对照组（P>0.05）。结论 “三明治”教学模式能够提高在泌尿外科的住培教学效果，值得在住培医师泌尿外科教学中广泛推广。 |
| 关键词: “三明治”教学 住院医师规范化培训 泌尿外科 教学效果 临床教学 |
| DOI：10.3969/j.issn.1674-070X.2025.04.029 |
| 投稿时间：2024-10-05 |
| 基金项目:湖南省普通高校教学改革研究课题重点项目（HNJG-2022-0135）；湖南省普通高等学校教学改革研究项目（HNJG-2021-0602）；湖南中医药大学校级教改项目（2020-JG038）。 |
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| Application of the "sandwich" teaching system in residency training for urological residents |
| CAI Wei, CHEN Nan, LIU Qili, XIE Haiping, GUO Chenlu, LONG Li |
| (The First Hospital of Hunan University of Chinese Medicine, Changsha, Hunan 410007, China;Hunan University of Chinese Medicine, Changsha, Hunan 410208, China) |
| Abstract: |
| Objective To explore the application value of the "sandwich" teaching system in the residency training for urological residents. Methods Based on the resident training management plan of our hospital, a total of 220 urological residents undergoing clinical rotation in the First Hospital of Hunan University of Chinese Medicine from November 2022 to September 2024 were selected for the study. According to the residency rotation requirements, each training cycle lasted one month, and all residents in a given cycle were considered a single research group. All research groups were equally divided into two groups (the control group and the experimental group) by random sampling method, with a total of 22 research groups. All residents were unaware of their group assignments. The experimental group was taught by the "sandwich" teaching system, while the control group adopted the traditional teaching system. After the teaching, questionnaire surveys and assessments were conducted to evaluate the teaching effectiveness of both groups. Results The assessment scores of the experimental group were significantly higher than those of the control group (P>0.05). In terms of recognition of the teaching system, knowledge acquisition, engagement, improvement of self-learning ability, and enhancement of clinical competence, the experimental group outperformed the control group (P>0.05). Conclusion The "sandwich" teaching model can improve the effectiveness of residency training in urology and is worth promoting in surgical residency training. |
| Key words: “sandwich” teaching standardized residency training urology teaching effectiveness clinical teaching |
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