Abstract: Objective To discuss the effect of rain classroom teaching pathway combined mind mapping method in the clinical teaching of urology. Methods From July 2020 to July 2021, 40 five-year undergraduates majoring in clinical medicine who were experiencing internship training in the Third Affiliated Hospital of Kunming Medical University were selected as the research objects. They were randomly divided into experimental group and control group with 20 in each according to their ID number. Experimental group were taught by rain classroom plus mind mapping method; control group were taught by classic teaching mode. Assessment and self-made questionnaire were used to evaluate the teaching effect. The results from two groups were analyzed by t test and the comparison of data from two groups was performed by χ² test. Results The scores of basic theory [(41.10 ± 4.46) vs.(37.65 ± 4.07)], medical record analysis [(22.28 ± 3.65) vs. (19.20 ± 2.88)] and total examination score [(80.95 ± 7.37) vs. (74.20 ± 6.24)] of the experimental group were all significantly higher than those of the control group (all P<0.05). The results of the questionnaire showed that scores in the experimental group are higher than that of control group in the following aspects: enhancing learning interest and initiative [(3.15±0.88)vs.(2.00±1.08)], improving learning atmosphere[(3.15±0.81)vs.(2.15±0.93)], improving learning efficiency [(3.00±0.79)vs.(1.80±1.20)], making knowledge visualization easier to understand and remember [(3.25±0.79)vs.(1.75±1.02)]and improving logical reasoning [(3.55±0.60)vs.(1.95±1.10)]. The difference were statistically significant (all P<0.05). Conclusions Application of rain classroom combined with mind mapping method in the clinical teaching of urology is helpful to promote students' mastery of knowledge and improve their learning ability.

Key words: Urology, Rain classroom, Mind mapping, Clinical teaching