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Volume 13 Issue 2
Mar.  2022
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PAN Bo, ZHOU Yidong, YAO Ru, ZHAO Jun, JIANG Yingzi, LUO Linzhi, PAN Hui. Case-based Sandwich Teaching Improves Communication Confidence of Eight-year Undergraduates: Treatment of Breast Cancer[J]. Medical Journal of Peking Union Medical College Hospital, 2022, 13(2): 349-352. DOI: 10.12290/xhyxzz.2021-0749
Citation: PAN Bo, ZHOU Yidong, YAO Ru, ZHAO Jun, JIANG Yingzi, LUO Linzhi, PAN Hui. Case-based Sandwich Teaching Improves Communication Confidence of Eight-year Undergraduates: Treatment of Breast Cancer[J]. Medical Journal of Peking Union Medical College Hospital, 2022, 13(2): 349-352. DOI: 10.12290/xhyxzz.2021-0749
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Case-based Sandwich Teaching Improves Communication Confidence of Eight-year Undergraduates: Treatment of Breast Cancer

  • 1.

    Department of Breast Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 100730, China

  • 2.

    Department of Education, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 100730, China

  • 3.

    Division of Medical Affairs, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 100730, China

Funds: 

the Education Reform Projects of Peking Union Medical College 2019zlgc0141

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  • Corresponding author:

    ZHAO Jun, E-mail: pumchzj@163.com

  • Received Date: November 14, 2021
  • Accepted Date: December 27, 2021
  • Issue Publish Date: March 29, 2022
    Graphical Abstract
    • Abstract
  •   Objective  After micro-teaching, sandwich teaching method and case-based learning (CBL) method were successively applied to training eight-year clinical medical students and evaluating the effects of sandwich +CBL teaching in improving communication confidence.
      Methods  All medical students who studied in the eight-year clinical medicine of Peking Union Medical College and entered the surgery internship were selected as the research objects. Anonymous written questionnaire survey was conducted before and after micro-teaching, and after sandwich +CBL teaching to evaluate the trainees' score of communication confidence in 4 preset scenarios, and their feedback on the teaching mode was collected.
      Results  A total of 28 eight-year clinical medical interns were enrolled. After micro-teaching and sandwich +CBL teaching, thestudents' scores of communication confidence increased in the 4 preset scenarios, especially in the international conference scenario (P=0.009). After sandwich +CBL teaching, 26 students (92.8%) felt that the teaching method was helpful to improve their confidence. The optimal time ratio of the diversified teaching method to total teaching was 20% (chosen by 14 students), followed by 10% (chosen by 7 students) and 40% (chosen by 7 students).
      Conclusions  Combination of sandwich +CBL teaching and micro-teaching sequentially would improve the confidence of eight-year medical undergraduates in expression and communication during clerkship and be of potential value in surgical teaching.
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    • References (7)
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