Exploration of teaching practices to promote deep learning in Regional Anatomy using mind mapping based on the BOPPPS model
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摘要:
目的 探析基于BOPPPS模式下运用思维导图促进《局部解剖学》深度学习的教学实践效果，为基础医学课程教学改革探索新路径。 方法 纳入265名广东医科大学临床医学本科生作为研究对象，采用随机数字表法将其分为对照组(131名)和观察组(134名)。对照组采用讲授加演示教学法，观察组采用BOPPPS模式联合思维导图法进行深度教学。考核与比较2组教学实践效果，并分别采用学习过程问卷(SPQ)及批判思维能力量表评价2组学生的学习动机、批判思维能力，同时采用基础医学课程教学效果评价与满意度调查表评价教学满意度。 结果 观察组《局部解剖学》理论知识、解剖学思维与实践技能考核成绩均显著优于对照组[(75.86±7.34)分vs. (72.20±6.47)分，t=4.302，P＜0.001；(87.26±7.74)分vs. (83.78±8.15)分，t=3.565，P<0.001]。观察组表层动机、深层动机以及SPQ总分均高于对照组(P<0.05)。观察组寻求真知、开拓性思想、系统化素养、批判思维自信、求知欲和认知成熟度维度评分以及总分均优于对照组(P<0.05)。观察组学生对课程的培训目标、学习兴趣、学习氛围、人文关怀与沟通能力培养、团队合作能力提升以及对授课教师的满意度等方面均优于对照组(P<0.05)。 结论 BOPPPS模式下运用思维导图法有助于《局部解剖学》深度学习，激发学生学习动机的同时培养批判性思维，从而提升基础医学课程教学质量与满意度。 Abstract:Objective This study aims to explore the effectiveness of using mind mapping to promote deep learning in Regional Anatomy based on the BOPPPS model and to explore a new approach to teaching reform in basic medical courses. Methods A total of 265 undergraduates majoring in clinical medicine in Guangdong Medical University were selected as subjects and divided into a control group (n=131) and an observation group (n=134) by random number table method. The control group adopted the lecturing and demonstration teaching method, while the observation group adopted the combined mind mapping method with the BOPPPS model. The teaching practice effects of the two groups were assessed and compared. The study process questionnaire (SPQ) and critical thinking ability scale were used to evaluate the student ' s learning motivation and critical thing skills, respectively. The teaching satisfaction was measured using the basic medical course teaching effect evaluation and satisfaction questionnaire. Results The observation group demonstrated significantly better performance in theoretical knowledge, anatomical thinking, and practical skills than the control group [(75.86±7.34) points vs. (72.20±6.47) points, t=4.302, P<0.001; (87.26±7.74) points vs. (83.78±8.15) points, t=3.565, P<0.001]. The scores of surface motivation, deep motivation, and SPQ in the observation group were higher than those in the control group (P<0.05). The scores of seeking true knowledge, open mind, systemic literacy, critical thinking self-confidence, intellectual curiosity and cognitive maturity, and the total score of the observation group were better than those of the control group (P<0.05). The students in the observation group were better than those in the control group in areas like training objectives, learning interests, learning atmosphere, humanistic care, and communication ability, teamwork ability, and teaching satisfaction (P<0.05). Conclusion Integrating mind mapping into the BOPPPS model effectively promotes deep learning in Regional Anatomy. It enhances learning motivation, cultivates critical thinking in medical students, and improves teaching quality and satisfaction in basic medical courses. -
Key words:
- BOPPPS model /
- Mind mapping /
- Regional Anatomy /
- Teaching reform /
- Teaching practice
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图 1 基于BOPPPS模式下运用思维导图促进《局部解剖学》深度学习的教学模式设计
Figure 1. The design of teaching practice mode of using mind mapping to promote the deep learning of Regional Anatomy based on BOPPPS model
图 2 基于BOPPPS模式下运用思维导图促进《局部解剖学》深度学习的教学实践应用
Figure 2. Teaching practice application of using mind mapping to promote the deep learning of Regional Anatomy based on BOPPPS model
表 1 2组临床医学本科生基线资料比较
Table 1. Comparison of general baseline data of clinical medical undergraduates in the two groups
项目 对照组
(n=131)观察组
(n=134)统计量 P值 性别[人(%)] 0.079a 0.779 男性 75(57.25) 79(58.96) 女性 56(42.75) 55(41.04) 年龄(x±d, 岁) 19.79±2.01 20.05±2.79 0.872b 0.384 生源地[人(%)] 0.270a 0.604 农村 89(67.94) 87(64.93) 城市 42(32.06) 47(35.07) 基础课成绩(x±s, 分) 81.09±8.27 79.95±9.13 1.065b 0.288 是否担任班干部[人(%)] 0.151a 0.698 是 39(29.77) 37(27.61) 否 92(70.23) 97(72.39) 注：a为χ2值，b为t值。 
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表 2 2组医学生《局部解剖学》课程考核成绩比较(x±s, 分)
Table 2. Comparison of assessment results of Regional Anatomy course between the two groups of medical students (x±s, points)
组别 人数 《局部解剖学》理论知识 解剖学思维与实践技能 观察组 134 75.86±7.34 87.26±7.74 对照组 131 72.20±6.47 83.78±8.15 t值 4.302 3.565 P值 <0.001 <0.001
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表 3 2组医学生SPQ评分比较(x±, 分)
Table 3. Comparison of SPQ scores between the two groups of medical students (x±s, points)
组别 人数 表层动机 深层动机 成就动机 总分 观察组 134 30.85±7.89 24.48±4.97 24.96±3.52 80.29±9.97 对照组 131 28.35±6.21 21.31±3.85 24.15±3.98 73.81±10.63 t值 2.870 5.812 1.756 5.120 P值 0.004 <0.001 0.080 <0.001
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表 4 2组医学生CTDI得分比较(x±s, 分)
Table 4. Comparison of CTDI scores between the two groups of medical students (x±s, points)
组别 例数 寻求真知 开拓性思想 分析能力 系统化素养 批判思维自信 求知欲 认知成熟度 总分 观察组 134 35.79±6.13 34.39±5.57 29.14±5.75 32.76±5.13 28.38±6.52 28.81±7.48 42.50±6.96 231.77±23.23 对照组 131 29.51±7.16 30.15±6.84 27.70±6.79 29.41±6.49 25.16±5.45 26.95±4.77 32.13±9.16 201.01±31.30 t值 7.662 5.526 1.861 4.655 4.366 2.419 10.360 9.068 P值 <0.001 <0.001 0.064 <0.001 <0.001 0.016 <0.001 <0.001
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表 5 2组医学生基础医学课程教学效果评价与满意度调查结果比较[人数(%)]
Table 5. Comparative evaluation of teaching effectiveness and satisfaction survey results in basic medical courses between two groups of medical students[cases (%)]
组别 例数 培训目标明确 增加学习兴趣 培训期间氛围活跃 提升人文关怀与沟通能力 提升团队协作能力 提升岗位认同感 带教老师风格满意度 观察组 134 109(81.34) 112(83.58) 99(73.88) 102(76.12) 100(74.63) 93(69.40) 117(87.31) 对照组 131 91(69.47) 89(67.94) 79(60.31) 84(64.12) 83(63.36) 76(58.02) 97(74.05) χ2值 5.048 8.849 5.536 4.557 3.936 3.718 7.503 P值 0.025 0.003 0.019 0.033 0.047 0.054 0.006
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