基于“微助教”平台的“三明治”教学法在大班制病理生理学教学中的应用

Application of the “Sandwich” Teaching Method in Large-Scale Pathophysiology Teaching on the “Micro-Teaching Assistant” Platform

摘要: 目的：探讨基于“微助教”平台的“三明治”教学法在病理生理学大班制教学中的应用效果。方法：采用类实验设计，以大班制授课班级为研究对象，试验组采用“微助教”平台辅助的“三明治”教学法，对照组采用常规“三明治”教学法，从课堂组织效率、学生参与度及课后考核成绩等维度评价教学效果。结果：两组前期基线成绩差异无统计学意义(P > 0.05)；试验组课后考核总成绩及临床应用类成绩高于对照组(P < 0.05)，基础理论成绩组间差异无统计学意义(P > 0.05)。结论：基于“微助教”平台的“三明治”教学法能够在一定程度上缓解大班制病理生理学教学中互动不足、组织低效与评价缺失等瓶颈，提升学生的临床整合思维能力与课堂参与度，具有一定的课堂接纳性与推广价值。

Abstract: Objective: To evaluate the application efficacy of the “Sandwich” teaching method based on the “Micro-Teaching Assistant” platform in large-class pathophysiology teaching. Methods: A quasi-experimental design was adopted in this study. Large-class teaching groups were selected as the research subjects. The experimental group received the “Sandwich” teaching method assisted by the Micro-Teaching Assistant platform, while the control group was taught with the conventional “Sandwich” teaching method. The teaching efficacy was evaluated from multiple dimensions including classroom organization efficiency, student engagement, and post-class assessment scores. Results: Baseline scores were comparable between the two groups (P > 0.05). The experimental group achieved higher total post-class assessment and clinical application-related scores than the control group (P < 0.05), with no significant difference in basic theoretical scores between groups (P > 0.05). Conclusion: The “Sandwich” teaching method based on the “Micro-Teaching Assistant” platform partly resolves bottlenecks including insufficient interaction, poor organizational efficiency, and inadequate evaluation in large-class pathophysiology teaching. It enhances students’ clinical integrative thinking and classroom participation, with high classroom acceptability and popularization value.