PBL与思维导图相结合教学模式在临床教学中的应用

Application of PBL and Mind Mapping in Clinical Teaching

目的探讨PBL与思维导图相结合教学模式在临床教学中的应用。方法本文研究对象为在我院见习的临床本科生,为大理大学2015级一个班级,共55名学生,数据收集时间为2019年1月;按照授课方式的差异将学生分为实验班与对照班,实验班27名学生,对照班28名学生;对照班实施常规教学法,实验班实施PBL与思维导图相结合教学法。结果实验班教学结束测试得分为(85.60±3.46)分,对照班教学结束测试得分为(77.48±3.12)分,差异具有统计学意义(P<0.05);实验班教学方式满意度评分为(90.35±4.12)分,对照班教学方式满意度评分为(80.25±4.05)分,差异具有统计学意义(P<0.05)。结论在临床教学中采用PBL与思维导图相结合教学模式,能够提高学生的专业知识掌握水平与对教学模式的认可度。

Objective To explore the application of PBL and mind mapping in clinical teaching.Methods Fifty-five undergraduate students in a class of 2015 in Dali University were taken as the research objects,data collection time is January 2019.According to the difference of teaching methods,the students were divided into experimental class and control class,27 students in the experimental class and 28 students in the control class.Results The end-of-teaching test score of the experimental class was(85.60±3.46)and that of the control class was(77.48±3.12).The difference was statistically significant(P<0.05).The satisfaction score of the experimental class was(90.35±4.12)and that of the control class was(80.25±4.05).The difference was statistically significant(P<0.05).Conclusion The combination of PBL and mind mapping in clinical teaching can improve students’professional knowledge and recognition of teaching mode.