Abstract：ObjectiveTo explore the theory teaching of the medical bridge course in large class and the teaching method of cultivating students′ autonomous learning ability with the sandwich teaching method.MethodsThe classes of 2012 clinical medical students of Jining Medical University in two classes were choosed as the research subjects,who were divided into the experimental group (the sandwich teaching method group) and the control group (traditional teaching method group).After the end of the course,the theoretical examination results between the two groups were compared,and the advantages and disadvantages of the two teaching were compared through the questionnaire survey. ResultsThe theoretical result in the experimental group was (83.89±7.64) points,significantly higher than that of the control group (76.24±5.32）points,the difference was statistically significant (t=5.24,P<0.01);Teaching method in the experimental group could stimulate the enthusiasm of students′ autonomous learning,improve the analysis and problem solving ability.ConclusionSandwich teaching method after adjusting the teaching process,can be applied to diagnostics and surgery pandect and other theory teaching medical bridge course and it can improve the students′ ability of autonomous learning,lifelong learning,analying problem actively.
