Effect of traditional teaching and sandwich combination in clinical teaching of granulomatous mastitis.

As an important part of surgery, breast surgery not only involves knowledge of related disciplines, but also involves a variety of disciplines such as psychology, pharmacology and physiology. This study aims to compare the effect of traditional teaching and sandwich joint teaching in the clinical teaching of granulomatous mastitis. A total of 80 breast surgery interns from January 2023 to January 2024 were selected according to different teaching methods, and 40 of them were selected as the control group using the traditional teaching method. The other 40 cases were taken as the experimental group and were taught by the sandwich joint case teaching method. The differences of assessment scores, mini-clinical evaluation exercise scores and stress were compared between the 2 groups after teaching. The scores of test group in theory, practice and comprehensive assessment were higher than those of control group, and the difference was statistically significant (P < .05). In terms of mini-clinical evaluation exercise scores, the experimental group was significantly higher than the control group in clinical judgment, medical reading, communication skills, humanistic care, organizational effectiveness, overall performance and teacher satisfaction, with statistical significance (P < .05). In terms of Beck stress score, the study and interpersonal stress in the experimental group were significantly higher than those in the control group, and the difference was statistically significant (P < .05). The combined sandwich case teaching method can improve students' grades, problem-solving ability, interaction and communication skills, and reduce learning and interpersonal pressure.