Abstract: 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.

Key words: Internal medicine, Standardized residency training, Teaching rounds, Mind map, Problem