目的　探讨概念图应用于临床医学概要课程教学的效果。方法　采用试验对照方法,2023年3至6月,选取湖南医药学院2021级四年制医学影像技术专业4个班120名学生为研究对象。通过抽签将其中2个班60名学生设为试验组,另2个班60名学生设为对照组。在临床医学概要课程教学中,试验组学生融入概念图教学,对照组学生采用传统教学方法。教学结束后,评价试验组学生概念图绘制水平,统计试验组学生对概念图应用的评价,比较两组学生平时成绩和期末考试成绩差异以及对教学方式的满意度,组间比较采用独立样本t检验和χ²检验。结果　试验组学生在未引入概念图授课前第一次绘制的概念图评分(78.62±4.77)分,引入概念图授课后3次绘制的概念图评分依次为(89.70±5.03)分、(90.97±4.29)分、(91.27±3.68)分,均高于第一次,且差异均具有统计学意义(均P<0.05)。试验组学生平时成绩为(36.07±1.94)分,明显高于对照组学生的(33.93±1.96)分,试验组学生期末考试成绩为(50.35±3.78)分,明显高于对照组学生的(46.63±4.27)分;试验组学生对课程学习主动性的评分为(3.68±1.30)分,高于对照组学生的(3.03±1.77)分;试验组学生对教学满意度的评分为(3.77±1.21)分,高于对照组学生的(2.98±1.94)分;以上差异均具有统计学意义(均P<0.05)。结论　概念图在临床医学概要课程教学中的应用,有助于学生掌握概念图的绘制,促进学生主动学习,提高学生对教学的满意度,并促进教学效果的提升。

Objective To explore the effectiveness of concept maps in the curriculum delivery of clinical medicine summary. Methods A controlled experimental design was employed. Between March and June 2023,four classes of 120 students from the 2021 cohort of the four-year medical imaging technology program at Hunan University of Medicine were enrolled as research subject, two classes of 60 students were enrolled as the experimental group, while another two classes of 60 students served as the control group by drawing lots. In the clinical medicine summary course, students in the experimental group were taught using concept maps, whereas the control group received traditional teaching methods. After the course, the concept map drawing abilities of the experimental group were evaluated, and the evaluations on the application of concept maps of the experimental group were collected, and comparisons were made between the two groups in terms of regular grades and final exam scores and teaching satisfaction. Statistical analyses were performed using independent sample t-tests and χ² tests. Results The concept map scores of the experimental group before the introduction of concept maps were (78.62±4.77) points. After the concept map-based instruction, their scores on subsequent concept maps were (89.70±5.03), (90.97±4.29), and (91.27±3.68), which were all higher than the initial score (all P<0.05). The regular grade of the experimental group were (36.07±1.94), which were higher than those of the control group (33.93±1.96). The final exam scores of the experimental group were (50.35±3.78), which were higher than those of the control group (46.63±4.27). The experimental group rated their learning initiative as (3.68±1.30), higher than the control group's score of (3.03±1.77). The experimental group also rated their teaching satisfaction as (3.77±1.21), higher than the control group's rating of (2.98±1.94), with all statistical differences (all P<0.05). Conclusions The use of concept maps in the clinical medicine summary course helps students master concept map drawing, promotes active learning, increases student satisfaction with teaching, and enhances overall teaching effectiveness.