通讯作者: 武其文▲, liudaoqincom@163.com

DOI：10.12201/bmr.202603.00084

Application Research of Sandwich Teaching Method Based on PBL and CBL in Standardized Residency Training for Nephrology Residents

• 摘要：目的 探索以基于问题学习(PBL)与基于案例学习(CBL)为基础的三明治教学法(Sandwich Teaching Method)在肾脏内科住院医生规范化培训中的应用及效果。方法 选取2022年7月-2024年12月期间于皖南医学院第一附属医院肾脏内科进行住院医师规范化培训的76名学员,根据随机数字表法分为试验组(n=38)和对照组(n=38)。试验组采用以PBL和CBL为基础的Sandwich教学法,对照组采用传统教学方法,比较两组的日常考核、病例分析、技能操作考试成绩以及医患沟通能力(Set Elicit Give Understand End,SEGUE)评分,学习能力和满意度的差异。结果 试验组出科考核总成绩为(88.33±2.70)分,显著高于对照组(85.20±1.85)分,差异有统计学意义(p<0.01)。培训后试验组SEGUE评分提升幅度(10.76±4.38)分,显著高于对照组(6.89±6.85)分,差异有统计学意义(p<0.01)。试验组在学习能力评分及总体满意度(94.7% vs. 76.3%)上均显著优于对照组,差异有统计学意义(p<0.05)。结论 以PBL和CBL为基础的Sandwich教学法能明显提高肾内科住院医师规范化培训的教学效果,有利于提升住培学员的综合素质,值得在住院医师规范化培训中推广。

  关键词： 基于问题学习；基于案例学习；三明治教学法；住院医师规范化培训；肾脏内科; ; ; ; 

   

  Abstract: Objective To explore the application and effectiveness of the sandwich teaching method based on problem-based learning (PBL) and case-based learning (CBL) in standardized residency training for nephrology residents. Methods A total of 76 residents who received standardized residency training in the Department of Nephrology at the First Affiliated Hospital of Wannan Medical College from July 2022 to December 2024 were selected and randomly assigned, using the random number table method, into an experimental group (n = 38) and a control group (n = 38). The experimental group adopted the Sandwich teaching method based on PBL and CBL, while the control group used traditional teaching methods. Comparisons were made between the two groups regarding daily assessments, case analysis scores, skill operation examination results, doctor-patient communication ability (assessed by Set Elicit Give Understand End, SEGUE), learning ability, and satisfaction. Results The total score of the exit assessment for the experimental group was (88.33±2.70) points, significantly higher than that of the control group (85.20±1.85) points (p<0.01). After training, the SEGUE score of the experimental group was (10.76±4.38) points, significantly higher than that of the control group (6.89±6.85) points (p<0.01). The experimental group also showed significantly better performance in learning ability scores and overall satisfaction (94.7% vs. 76.3%) compared to the control group (p<0.05). Conclusion The sandwich teaching method based on problem-based learning (PBL) and case-based learning (CBL) can significantly improve the teaching effectiveness of standardized residency training in nephrology, helps enhance the comprehensive competence of trainees, and is worthy of promotion in standardized residency training programs.

  Key words: PBL; CBL; Sandwich teaching method; standardized residency training; nephrology

  提交时间：2026-03-19

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• 序号	提交日期	编号	操作
  1	2026-03-07	10.12201/bmr.202603.00084V1	下载

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