目的 探讨思维导图在八年制医学生新生儿疾病教学中的应用效果。方法 2021年8月至2022年6月,选取北京大学医学部2018级八年制临床医学专业53名学生为研究对象,采用随机数字表将其分为试验组和对照组。试验组26名学生采用思维导图教学,对照组27名学生采用传统教学。两组学生在见习出科时和出科后3个月进行理论考试和临床思维能力考核,并接受访谈和问卷调查。采用t检验和U检验比较两组间差异。结果 出科时和出科后3个月,试验组和对照组学生的临床思维能力考核成绩分别为(9.03±0.54)分比(8.73±0.41)分和(8.75±0.57)分比(8.43±0.45)分,其差异均具有统计学意义(均P＜0.05)。出科时和出科后3个月,试验组和对照组学生的理论考试成绩分别为(86.38±12.84)分比(84.81±5.87)分和(76.76±8.95)分比(74.22±8.91)分,其差异均无统计学意义(均P＞0.05)。试验组学生比对照组学生在增强知识记忆[10(8,10)分比8(8,10)分]、提高学习效率[10(8,10)分比8(6,10)分]方面的满意度高,其差异均具有统计学意义(均P＜0.05)。结论 在新生儿疾病教学中采用思维导图教学,有助于提高八年制学生短期和长期的临床思维能力,并获得良好的课堂满意度。
Objective To explore the effect of mind-mapping technique in the teaching of neonatal diseases for eight-year program undergraduates. Methods From August 2021 to June 2022, a total of 53 eight-year program undergraduates enrolled in 2018 from Peking University Health Science Center were randomly divided into an experimental cohort and a control cohort. The experimental cohort (n=26) were taught with the mind-mapping technique, whereas the control cohort (n=27) were taught with traditional methods. All students of the two cohorts received theoretical exams and clinical thinking exams at the end of training and three months after training, and received interviews and questionnaire survey.The differences between the two groups were compared by t-test and U-test. Results In the exams at the end of training and three months after training, the scores of clinical thinking of the experimental cohort and the control cohort were (9.03±0.54) vs. (8.73±0.41) and (8.75±0.57) vs. (8.43±0.45), with statistical significance (both P<0.05); the scores of theoretical exams of the experimental cohort and the control cohort were (86.38±12.84) vs. (84.81±5.87) and (76.76±8.95) vs. (74.22±8.91), without statistical significance (both P>0.05). Compared to the students of control cohort, the students in experimental cohort were significantly more satisfied in the terms of enhancing knowledge retention and improving learning efficiency, and the differences were statistically significant (both P<0.05). Conclusions Mind-mapping technique is a simple and effective method in the teaching of neonatal diseases, which can improve the short-term and long-term clinical thinking ability of students and obtain good course satisfaction.
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