探讨思维导图在放射影像学研究生实践教学中的效果

Exploring the Effect of Mind Map in the Practical Teaching of Postgraduates in Radiology Imaging

目的研究放射影像学研究生实践教学中思维导图的应用效果。方法选取2018年9月—2021年9月贵州医科大学医学影像学院放射影像学专业80名研究生,按随机数表法分为两组,各40名。对照组采取传统教学模式,观察组采取思维导图教学模式,对比两组教学满意度、教学效果、理论知识考核成绩、阅片实践考核成绩及临床思维能力得分。结果观察组教学总满意率(97.50%)高于对照组(80.00%),差异有统计学意义(P<0.05);与对照组比较,观察组理论知识成绩及阅片实践成绩均更高,差异有统计学意义(P<0.05);与对照组比较,观察组分析能力、探索求真、开放思维、系统化能力、求知欲、评判自信心及认知成熟度得分均更高,差异有统计学意义(P<0.05);与对照组比较,观察组学习积极性、知识理解度、临床问题解决能力、学习能力及临床操作技能水平均更高,差异有统计学意义(P<0.05)。结论放射影像学实践教学中思维导图的应用效果显著,可有效提高教学满意度,改善教学效果。

Objective To study the application effect of mind map in the practice teaching of radiography graduate students.Methods A total of 80 postgraduates majoring in radiology in School of Medical Imaging,Guizhou Medical University from September 2018 to September 2021 were selected.According to the random number table method,they were divided into two groups,each with 40 students.The control group adopted the traditional teaching mode,and the observation group adopted the mind map teaching mode.The teaching satisfaction,teaching effect,theoretical knowledge assessment scores,film reading practice assessment scores and clinical thinking ability scores were compared between the two groups.Results The total teaching satisfaction rate in the observation group(97.50%)was higher than that in the control group(80.00%),and the difference was statistically significant(P<0.05);compared with the control group,the theoretical knowledge scores and reading practice scores of the observation group were higher,and the difference was statistically significant(P<0.05);compared with the control group,the observation group had higher scores in analysis ability,seek truth,open-mind,systematization ability,thirst for knowledge,self-confidence in judgment and cognitive maturity,and the difference was statistically significant(P<0.05);compared with the control group,the observation group had higher learning enthusiasm,knowledge understanding,clinical problem solving ability,learning ability,and clinical skills level,and the difference was statistically significant(P<0.05).Conclusion The application of mind map in the practice teaching of radiology imaging has a significant effect,which can effectively improve the teaching satisfaction and improve the teaching effect.