思维导图在泌尿外科实习中的应用探索

Application of Mind Maps in the Clinical Teaching of Urology Department

目的探究应用思维导图和传统PPT在泌尿外科实习中的教学效果。方法选取2022年1月—2022年6月在滨州医学院附属医院泌尿外科实习的2018级临床专业7班的52名学生为受试对象,按随机分配原则分为试验组和对照组,各26名。试验组采用思维导图教学法,对照组采用传统PPT教学,2组的授课内容、教师及时长均相同。3周后,对2组间的学生采用评估量表进行结果评价(包括理论知识、技能实践能力及临床思维能力)。结果试验组的理论成绩和技能实践能力评分均高于对照组[(86.84±2.61)分vs.(83.62±2.99)分,(87.19±2.72)分vs.(83.77±3.09)分],试验组的临床思维能力评分高于对照组[(98.04±3.73)分vs.(91.96±3.44)分]。差异有统计学意义(P<0.05)。结论思维导图教学效果优于传统PPT教学,有助于医学生临床思维能力的提高。

Objective To evaluate the teaching effect of mind map and traditional PPT in urologic practice teaching.Methods A total of 52 medical students in class 7 of grade 2018 in Binzhou Medical University Hospital from January 2022 to June 2022 were involved in this study,they were selected and divided into experimental group and control group according to the random pinciple.The experimental group was treated with mind map teaching method,while the control group was treated with traditional teaching method.The contents,teacher and the study time of the two groups were the same.The effects of two teaching methods were compared after 3 weeks(includeing theory and skills score,clinical thinking ability assessment scale).Results The test scores of theory and skills in the experimental group were higher than the control group[theory score(86.84±2.61)points vs.(83.62±2.99)points,skill score(87.19±2.72)points vs.(83.77±3.09)points],the score of clinical thinking ability assessment scale in the experimental group was higher than the control group[(98.04±3.73)points vs.(91.96±3.44)points].the difference were statistically significant(P<0.05).Conclusion The effect of mind map teaching method is better than the traditional teaching method,mind map teaching method can improve the clinical ability of medical students.