探讨思维导图联合CBL教学法在心血管影像教学中的应用

Application of mind mapping combined with case-based learning in cardiovascular imaging teaching

目的探讨思维导图联合以临床案例为基础教学法(CBL)在心血管影像教学中的应用价值。方法选取我校120名临床医学专业本科生为研究对象,随机平均分为两组,分别开展心血管影像诊断的教学。对照组采用传统模式,实验组采用思维导图联合CBL的模式。教学结束时,以理论知识考核、临床技能考核及问卷调查形式对教学效果进行综合评价。结果实验组的理论成绩、技能考核成绩及"满意度"均高于对照组,差异具有统计学意义(P<0.05)。实验组调查结果显示,超过93%的学生认为在心血管系统的影像学教学中采用思维导图联合CBL的模式可以激发学习兴趣、加快理论知识的理解和记忆、培养临床思维,并希望以后继续开展这种模式的课程。结论采用"思维导图"联合CBL的模式可显著提高心血管影像学的教学效果。

AIM To explore the application value of mind mapping combined with case-based learning(CBL) teaching method in cardiovascular imaging teaching. METHODS One hundred and twenty clinical medicine undergraduates in our school were included in this research and they were randomly divided into two groups in the study of cardiovascular imaging diagnosis. The traditional mode was used in the control group, while the mode of mind mapping combined with CBL was used in the experimental group. At the end of the teaching, the teaching effect was evaluated comprehensively in the form of theoretical knowledge assessment, clinical skill assessment and questionnaire survey. RESULTS The theoretical score, skill test score and "satisfaction degree" in the experimental group were all significantly higher than those in the control group(P<0.05). Most students(over 93%) in the experimental group held that the mode of mind mapping combined with CBL was good for learning interest, understanding and memory and clinical thinking, and they were for this teaching mode in future. CONCLUSION The mode of "mind mapping" combined with CBL significantly improves the teaching effect of cardiovascular imaging and enhancing students’ subjective initiative and participation awareness.