Application of sand table extrapolation case pedagogy in teaching emerging infectious diseases

doi:10.3969/j.issn.2096-045X.2022.02.014

Abstract

Abstract: ObjectiveTo observe the efficacy of sand table extrapolation case pedagogy in teaching emerging infectious diseases. MethodsFrom December 16, 2020 to December 25th, 80 medical undergraduates who studied emerging infectious diseases in our hospital were randomly divided into control group (n=40) and observation group (n=40) according to different teaching methods. The control group used traditional teaching methods, and the observation group adopted sand table extrapolation case pedagogy, and a teaching questionnaire was designed to compare the quality of teaching between two groups, and to investigate students’ interests and their satisfaction with teaching.Results In terms of teaching quality, students in the observation group scored higher than those in the control group on the understanding of the definition of emerging infectious diseases, the transmission route, the influencing factors of the epidemic, and the prevention and control countermeasures, but the difference was not statistically significant. The total score of introduction of new infectious diseases was higher in the observation group than that in control group (514.4 ± 75.9 vs. 463.4 ± 77.3), which was statistically significant (P<0.05). There was no significant difference between the observation and the control groups in response to a novel coronavirus pneumonia (89.5±21.6 vs. 93.1±20.6), and other emerging infectious diseases (67±18.4 vs. 62±18.0) on the recognition level were not significantly different. Students in the observation group were more satisfied with the teaching method than those in the control group (97.5% vs. 87.5%). The teaching method of most interesting to the students was a combination of multiple teaching styles (60%) with no restraint in traditional teaching styles. ConclusionThe teaching mode of using the sand table extrapolation case pedagogy in teaching emerging infectious diseases was highly effective and could improve the quality of teaching. However, for specific emerging infectious diseases cognition is not superior to traditional teaching methods, so further promotion of the method combined with traditional teaching is recommended.

Key words: sand table extrapolation case pedagogy, emerging infectious diseases, teaching application

CLC Number:

G642
R4

Li Tongzeng, Cheng Xiangpu, Liang Lianchun. Application of sand table extrapolation case pedagogy in teaching emerging infectious diseases[J]. Medical Education Management, 2022, 8(2): 205-209.

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URL: https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/10.3969/j.issn.2096-045X.2022.02.014

https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/Y2022/V8/I2/205

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