Application of Sandwich Learning in the Theory Teaching of Histology and Embryology for First-Year Medical Students

Objective: To investigate the effect of Sandwich Learning (SL) in the theory teaching of Histology and Embryology. Methods: 110 freshmen majoring in clinical medicine were randomly chosen as the experimental group of Sandwich Learning, while 111 students at the same grade were chosen as the control group for traditional lecture-style teaching. After different teaching, students from both groups were surveyed by questionnaires. And they had to take examinations about theoretical knowledge and specimen of Histology and Embryology. Then the same group of teachers marked all the exam papers according to the same scoring standards. Results: There were significantly differences in the averages of the final exam about theoretical knowledge, regular assignments and final scores between two groups. Difference in results of specimen assessment was not statistically significant. The questionnaire survey results showed that students affirmed the effect of sandwich learning in improving learning initiative, sense of responsibility and communication skills in study. Conclusion: The research shows that the application of Sandwich Learning has good teaching effect in theory teaching of Histology and Embryology and helps to cultivate the comprehensive ability of medical students.