思维导图结合PBL教学法在临床医学本科妇产科学教学中的应用

Mind Mapping Combined With PBL Pedagogy in Clinical Medicine Undergraduate Obstetrics and Gynecology Teaching

目的探讨以问题为基础的教学法(problem-based learning,PBL)结合思维导图教学法在临床医学本科生妇产科学教学中的应用效果。方法2021年3月2日—7月1日,选取216名广州医科大学五年制临床医学专业2018级本科生作为研究对象。按照系统抽样方法抽取158名为试验组,采用PBL结合思维导图教学法;余58名为对照组,采用传统PBL授课法教学。通过课堂测试成绩来比较两组学生对授课内容的掌握程度,以及即堂反馈来了解学生对其教学方法的满意度。结果试验组的平均总成绩为(78.96±7.03)分,对照组的平均总成绩为(76.06±9.61)分,差异有统计学意义(P<0.05)。试验组的满意度为74%(117/158),对照组的满意度为74%(43/58),差异无统计学意义(P>0.05)。结论在临床医学本科生妇产科学课程教学中,PBL结合思维导图教学法有助于提高学生的自主学习能力及临床思维能力,帮助学生构建完善的思维框架,从而使学生更好地掌握抽象的理论知识。

Objective To explore the application effect of PBL combined with mind mapping teaching method in obstetrics and gynecology teaching of clinical medical undergraduates.Methods A total of 216 undergraduate students of the class of 2018,five-year clinical medicine of Guangzhou Medical University,were selected as the research objects.The data was collected from March 2,2021 to July 1,2021.According to the systematic sampling method,158 students were selected and PBL combined with mind mapping method was adopted as the experimental group,the other 58 subjects were taught with traditional PBL teaching method as the control group.Through the class test results to compare the two groups of students to the mastery of the teaching content,and using in-class feedback to find out how satisfied students were with their teaching methods.Results The average total score of the experimental group was(78.96±7.03)points,the average total score of the control group was(76.06±9.61)points,the difference was statistically significant(P<0.05).The satisfaction of the experimental group was 74%(117/158),the satisfaction of the control group was 74%(43/58),the difference was not statistically significant(P>0.05).Conclusion In the teaching of obstetrics and gynecology for clinical medical undergraduates PBL combined with mind mapping helps to improve students'autonomous learning ability and clinical thinking ability,as well as help students to build a thorough thinking frame,so that students can better master abstract theoretical knowledge.