教学查房是医学知识传授和临床思维培养的重要方式,而思维导图作为一种有效的教学方式已经被广泛应用于教学查房中。本研究结合群医学和“促防诊控治康”六位一体的健康照护理念,提出了基于“疾病-照护”双轨思维导图的教学查房模式,明确界定了思维导图中“疾病线”(涵盖病因、病机、病位、病症和病程)和“照护线”(整合预防、诊断、控制、治疗、康复)的内涵,并设计了标准化模板,便于指导医师和住院医师在教学查房中应用。选取2023年5至12月在中日友好医院肺移植科轮转的18名临床医学硕士专业学位研究生和20名住院医师(统称住院医师)为研究对象,开展了16次基于“疾病-照护”双轨思维导图的教学查房,共计32学时。教学结束后通过匿名问卷调查评估教学效果。结果显示,所有住院医师对问卷中的“临床理论知识掌握度”“师生互动质量”“临床学习兴趣激发度”“临床思维能力培养度”等10个评估维度的评级均为“很好”。基于“疾病-照护”双轨思维导图的教学查房模式有助于实现教学查房的规范化和同质化,获得住院医师的普遍认可,教学效果良好。

Teaching rounds are a crucial method for imparting medical knowledge and fostering clinical thinking. Mind map, as an effective teaching tool, has been widely adopted in teaching rounds. This study integrates the concepts of population medicine and the six-in-one health care concept of ″health promotion, prevention, diagnosis, control, treatment, and rehabilitation″ to propose a dual-track teaching round model based on mind map. This model clearly defines the ″disease track″ (including etiology, pathogenesis, location, symptoms, and course) and the ″care track″ (integrating prevention, diagnosis, control, treatment, and rehabilitation) within the mind map. A standardized template was designed to facilitate its application by attending physicians and residents during teaching rounds. We selected 18 Master′s degree graduate students in clinical medicine and 20 resident physicians (collectively referred to as resident physicians) rotating in the Lung Transplantation Department of China-Japan Friendship Hospital from May to December 2023 as the study participants. A total of 16 teaching rounds based on the ″disease-care″ dual-track mind map were conducted, amounting to 32 academic hours. The teaching effectiveness was evaluated through anonymous questionnaires after the completion of the teaching rounds. The Results demonstrated that all resident physicians rated ″excellent″ across 10 evaluation dimensions, mainly including ″mastery of clinical theoretical knowledge″, ″quality of teacher-student interaction″, ″level of motivation for clinical learning″ and ″development of clinical thinking ability″. In conclusion, the teaching rounds model based on the ″disease-care″ dual-track mind map contributes to the standardization and homogenization of teaching rounds, garnering widespread recognition from resident physicians and achieving favorable teaching outcomes.