目的 探究与分析思维导图在住院医师规范化培训耳鼻咽喉头颈外科临床教学查房中的应用效果。方法 选取2018年1月至2022年1月在中山大学附属第三医院耳鼻咽喉头颈外科轮转的46名住院医师为研究对象,将其随机分为试验组和对照组,每组23名住院医师。试验组采用思维导图方式进行临床教学查房,对照组采用常规教学方式进行临床教学查房。以病例分析成绩和调查问卷结果评价2种教学方式的实施效果。计数资料组间比较采用χ²检验,计量资料组间比较采用独立样本t检验。结果 试验组住院医师和对照组住院医师病例分析成绩分别为(93.30±2.62)分和(82.26±2.45)分,其差异具有统计学意义(P<0.05)。试验组医师比对照组医师在有利于提高临床信息收集能力[91.3%(21/23)比60.9%(14/23)]、有利于提高临床诊疗能力[87.0%(20/23)比60.9%(14/23)]、有利于建立临床思维[87.0%(20/23)比56.5%(13/23)]、有利于调动讨论积极性[91.3%(21/23)比60.9%(14/23)]4个方面表示满意的人数均较多,其差异均具有统计学意义(均P<0.05)。结论 在教学查房中采用思维导图方式有助于提高住院医师的临床病例分析能力,有助于提高住院医师参与讨论的积极性和临床诊疗能力,有助于住院医师建立临床诊疗思维。

Objective To implement and evaluate mind mapping in clinical teaching ward rounds for standardized training of otorhino-laryngology residents. Methods From January 2018 to January 2022, 46 residents in the department of otolaryngology head and neck surgery at the third affiliated hospital of Sun Yat-sen University were selected and randomly divided into experimental group and control group with 23 in each. During clinical teaching ward rounds, the experimental group used the mind mapping method, while the control group used the classic and conventional teaching method. The effect of the two teaching methods was evaluated by case analysis examination and questionnaire survey. The chi-square test and independent samples t-test were used to analyze the data groups and measurement data groups respectively. Results The scores of case analysis test from experimental group control group were(93.30±2.62) and (82.26±2.45) respectively with statistical significance (P<0.05). The results of questionnaire survey showed that in four aspects of satisfaction evaluation from the experimental group were all significantly higher than that from the control group (P<0.05) as follows: improving clinical information collection [91.3%(21/23)vs. 60.9%(14/23)], improving clinical diagnosis and treatment [87.0%(20/23)vs. 60.9%(14/23)], establishing clinical reasoning [87.0%(20/23)vs. 56.5%(13/23)] and mobilizing the enthusiasm for discussion [91.3%(21/23)vs. 60.9%(14/23)] and there was significant difference between the groups (all P<0.05). Conclusions The application of mind mapping in teaching ward round may significantly improve the capacity building on clinical case analysis, clinical diagnosis and treatment and waken the enthusiasm to join team by resident trainees, which can facilitate the development of make the residents' clinical diagnosis and treatment capacity.