流程化分层式思维导图在原发性肝癌介入治疗教学中的应用

Application of the Hierarchical and Progressive Mind Mapping in Teaching of Interventional Treatment Primary Hepatic Carcinoma

目的探讨流程化分层式思维导图在介入放射学原发性肝癌介入治疗教学中的应用效果。方法纳入2021年1—12月在安徽医科大学第一附属医院医学影像科的本科实习生、研究生和住培基地的住院医师总计81名;根据接受教学方法的不同,将研究对象分为对照组(n=41)和研究组(n=40)。对照组采用传统教学法;研究组采用流程化分层式思维导图教学;通过问卷调查和纸质考试评估和比较2组教学效果。结果课后问卷调查和纸质考试结果显示,与对照组相比,研究组更易掌握课程学习内容,能获得更好的课堂学习效果,差异有统计学意义(P<0.05)。纸质考试结果研究组均分为(86.1±4.8)分,对照组均分为(78.8±8.9)分,研究组得分高于对照组,差异有统计学意义(P<0.001)。结论使用流程化分层式思维导图教学,可以提高介入放射学课程的教学效果,有助于建立科学的临床层级思维。

Objective To evaluate the effect of the hierarchical and progressive mind mapping(HPMM)in teaching of interventional treatment primary hepatic carcinoma(PHC).Methods A total of 81 undergraduate interns,graduate students and resident physicians in the medical imaging department of the First Affiliated Hospital of Anhui Medical University from January to December 2021 were included.According to different teaching methods,the subjects were divided into control group(n=41)and research group(n=40).The control group was given traditional lecture-based learning.The hierarchical and progressive mind mapping was made and adopted for the research group.The teaching effect and outcome was compared between two groups via post-class questionnaires and written tests.Results The hierarchical and progressive mind mapping was successfully made and the related teaching in two groups was accomplished.The results of post-class questionnaires and written tests revealed that,compared with that of the control group,the subjects in the research group respond better to the teaching content and received more favorable teaching effects with significantly statistical difference(P<0.05).The paper test results were(86.1±4.8)points in the research group and(78.8±8.9)points in the control group.The score of the research group was higher than that of the control group,and the difference was statistically significant(P<0.001).Conclusion Using the hierarchical and progressive mind mapping can obviously improve the effects in the teaching of interventional radiology and help to establish the scientifically and hierarchically clinical mind.