中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (5): 444-448.DOI: 10.3760/cma.j.cn115259-20210829-01087

• 教学方法 • 上一篇    下一篇

雨课堂联合思维导图教学方式在泌尿外科学临床教学中的应用

毕城伟, 杨宏, 李瑞乾, 张国颖, 赵斌, 杨勇, 李俊, 胡辰, 杨李波, 白宇   

  1. 昆明医科大学第三附属医院 云南省肿瘤医院泌尿外科,昆明 650118
  • 收稿日期:2021-08-29 出版日期:2022-05-01 发布日期:2022-04-28
  • 通讯作者: 白宇, Email: baiyuff@126.com
  • 基金资助:
    昆明医科大学教研教改立项课题(2021-JY-Y-104,2021-JY-Y-97,2020-JY-Y-106,2020-JY-Y-108)

Application of rain classroom teaching pathway combined with mind mapping in the clinical teaching of urology

Bi Chengwei, Yang Hong, Li Ruiqian, Zhang Guoying, Zhao Bin, Yang Yong, Li Jun, Hu Chen, Yang Libo, Bai Yu   

  1. Department of Urology, The Third Affiliated Hospital of Kunming Medical University & Yunnan Cancer Hospital, Kunming 650118, China
  • Received:2021-08-29 Online:2022-05-01 Published:2022-04-28
  • Contact: Bai Yu, Email: baiyuff@126.com
  • Supported by:
    The Education and Research Reform Project of Kunming Medical University(2021-JY-Y-104, 2021-JY-Y-97, 2020-JY-Y-106, 2020-JY-Y-108)

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摘要： 目的 探讨雨课堂联合思维导图教学方式在泌尿外科学临床教学中的应用效果。方法 2020年7月,昆明医科大学五年制临床医学专业40名学生为研究对象,按照学号将其随机分为试验组和对照组,每组20名学生。试验组采用雨课堂联合思维导图教学方式;对照组采用传统教学方式。采用考核和自制调查问卷进行教学效果评估。计量资料组间比较采用t检验,计数资料组间比较采用χ2检验。结果 试验组学生比对照组学生在基础理论[(41.10±4.46)分比(37.65±4.07)分]、病案分析[(22.28±3.65)分比(19.20±2.88)分]和总分[(80.95±7.37)分比(74.20±6.24)分]方面成绩高,差异均具有统计学意义(均P＜0.05)。试验组学生比对照组学生在提高学习兴趣和学习主动性[(3.15±0.88)分比(2.00±1.08)分]、活跃课堂气氛[(3.15±0.81)分比(2.15±0.93)分]、提高学习效率[(3.00±0.79)分比(1.80±1.20)分]、使知识形象化易于理解记忆[(3.25±0.79)分比(1.75±1.02)分]和提高逻辑思维能力[(3.55±0.60)分比(1.95±1.10)分]方面的评分高,差异均具有统计学意义(均P＜0.05)。结论 雨课堂联合思维导图教学方式在泌尿外科学临床教学中应用,有助于促进学生知识的掌握和能力水平的提高。

关键词: 泌尿外科学, 雨课堂, 思维导图, 临床教学

Abstract: Objective To discuss the effect of rain classroom teaching pathway combined mind mapping method in the clinical teaching of urology. Methods From July 2020 to July 2021, 40 five-year undergraduates majoring in clinical medicine who were experiencing internship training in the Third Affiliated Hospital of Kunming Medical University were selected as the research objects. They were randomly divided into experimental group and control group with 20 in each according to their ID number. Experimental group were taught by rain classroom plus mind mapping method; control group were taught by classic teaching mode. Assessment and self-made questionnaire were used to evaluate the teaching effect. The results from two groups were analyzed by t test and the comparison of data from two groups was performed by χ2 test. Results The scores of basic theory [(41.10 ± 4.46) vs.(37.65 ± 4.07)], medical record analysis [(22.28 ± 3.65) vs. (19.20 ± 2.88)] and total examination score [(80.95 ± 7.37) vs. (74.20 ± 6.24)] of the experimental group were all significantly higher than those of the control group (all P<0.05). The results of the questionnaire showed that scores in the experimental group are higher than that of control group in the following aspects: enhancing learning interest and initiative [(3.15±0.88)vs.(2.00±1.08)], improving learning atmosphere[(3.15±0.81)vs.(2.15±0.93)], improving learning efficiency [(3.00±0.79)vs.(1.80±1.20)], making knowledge visualization easier to understand and remember [(3.25±0.79)vs.(1.75±1.02)]and improving logical reasoning [(3.55±0.60)vs.(1.95±1.10)]. The difference were statistically significant (all P<0.05). Conclusions Application of rain classroom combined with mind mapping method in the clinical teaching of urology is helpful to promote students' mastery of knowledge and improve their learning ability.

Key words: Urology, Rain classroom, Mind mapping, Clinical teaching

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