The Sandwich principle: assessing the didactic effect in lectures on "cleft lips and palates".
Activating elements
Education
Individual learning
Sandwich principle
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
15 Sep 2020
15 Sep 2020
Historique:
received:
02
07
2020
accepted:
25
08
2020
entrez:
16
9
2020
pubmed:
17
9
2020
medline:
15
5
2021
Statut:
epublish
Résumé
A teaching concept, that takes individual learning and personal belongings into account, is called the "sandwich principle." This didactic method is an educational concept that alternates consecutively between individual and collective learning phases during a course. This study aimed to prove whether the application of the sandwich principle in lectures increases the learning outcome compared with classical lectures. All participants (n = 64) were randomly allocated into two groups. One group attended a classical face-to-face lecture and the other attended a lecture that was modified according to the sandwich principle, including activating elements. To compare knowledge gain after the lectures, all the participants had to answer a test comprising40 single-choice questions. In addition, the lectures were evaluated. Students attending the sandwich lecture had significantly better scores in the test than those who attending the classical lecture (p < 0.001). The mean test score of the sandwich group was 63.9% [standard deviation (SD) = 10] points and of the control group 50.2% (SD = 13.7 points). Overall, both the class conditions showed good evaluation results; however, students of the sandwich lecture were more satisfied with the lecture format compared with the other group. Our study results confirm the thesis that the application of the sandwich principle in lectures increases the learning outcome compared with classical lectures. Even with a big audience, the sandwich design presents a concept that helps maintain high attention levels and addresses individual learning styles.
Sections du résumé
BACKGROUND
BACKGROUND
A teaching concept, that takes individual learning and personal belongings into account, is called the "sandwich principle." This didactic method is an educational concept that alternates consecutively between individual and collective learning phases during a course. This study aimed to prove whether the application of the sandwich principle in lectures increases the learning outcome compared with classical lectures.
METHODS
METHODS
All participants (n = 64) were randomly allocated into two groups. One group attended a classical face-to-face lecture and the other attended a lecture that was modified according to the sandwich principle, including activating elements. To compare knowledge gain after the lectures, all the participants had to answer a test comprising40 single-choice questions. In addition, the lectures were evaluated.
RESULTS
RESULTS
Students attending the sandwich lecture had significantly better scores in the test than those who attending the classical lecture (p < 0.001). The mean test score of the sandwich group was 63.9% [standard deviation (SD) = 10] points and of the control group 50.2% (SD = 13.7 points). Overall, both the class conditions showed good evaluation results; however, students of the sandwich lecture were more satisfied with the lecture format compared with the other group.
CONCLUSION
CONCLUSIONS
Our study results confirm the thesis that the application of the sandwich principle in lectures increases the learning outcome compared with classical lectures. Even with a big audience, the sandwich design presents a concept that helps maintain high attention levels and addresses individual learning styles.
Identifiants
pubmed: 32933499
doi: 10.1186/s12909-020-02209-y
pii: 10.1186/s12909-020-02209-y
pmc: PMC7493973
doi:
Types de publication
Journal Article
Randomized Controlled Trial
Langues
eng
Sous-ensembles de citation
IM
Pagination
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