The application of the problem-oriented teaching mode integrated mind mapping in clinical ultrasound teaching
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摘要:
目的 分析融合思维导图的问题导向式教学模式对超声临床教学质量的影响。 方法 应用整群抽样法选取2023年1—10月在蚌埠医科大学第一附属医院进行学习的临床医学生，按照教学方法差异进行分组，选择临床实验二班78人作为对照组，给予常规教学，临床实验一班79人作为研究组，实施融合思维导图的问题导向式教学模式，比较2组学生的理论测试成绩并对2组学生教学效果进行评价。 结果 实施教学后，研究组理论测试总分[(77.41±3.66)分vs. (72.47±4.30)分]、教学效果总分[(229.41±14.99)分vs. (203.37±17.55)分]、综合能力总评分[(86.53±6.46)分vs. (74.25±5.24)分]均显著高于对照组，差异均有统计学意义(P＜0.05)。学生教学满意度比较，实施教学后，研究组强化操作能力、提升学习兴趣、提升沟通能力、提高团队协作能力和提高解决问题能力评分均明显高于对照组(P＜0.05)。 结论 融合思维导图的问题导向式教学模式用于超声科临床教学中有利于促进学生对临床相关知识的掌握及记忆，提升学习效率、提高学习技巧，并有助于发展其自主学习能力，提高带教满意度。 Abstract:Objective To analyze the impact of the problem-based learning model integrated with mind mapping on the quality of ultrasound clinical teaching. Methods Clinical medical students who studied in the Ultrasound Department of the First Affiliated Hospital of Bengbu Medical University from January 2023 to October 2023 were selected and grouped by cluster sampling based on the teaching methods. Class 2 of the clinical experiment was chosen as the control group, receiving conventional teaching, while Class 1 was selected as the research group, implementing the problem-based learning model integrated with mind mapping. The theoretical test scores and teaching effect evaluations were compared between the two groups. Results After the implementation of teaching, the research group demonstrated significantly higher scores than the control group in theoretical test (77.41±3.66 vs. 72.47±4.30), teaching effect (229.41±14.99 vs. 203.37±17.55), and comprehensive ability (86.53±6.46 vs. 74.25±5.24, P < 0.05). Additionally, students in the research group reported significantly higher satisfaction in areas such as practical skills, learning interest, communication, teamwork, and problem-solving abilities compared to the control group (P < 0.05). Conclusion The problem-based learning model integrated with mind mapping is beneficial for promoting students ' understanding and retention of clinical knowledge, enhancing learning efficiency and skills, and facilitating autonomous learning ability, and improving the satisfaction of teaching. -
Key words:
- Mind mapping /
- Problem-orientation /
- Ultrasound /
- Clinical teaching
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表 1 2组学生理论测试成绩比较(x±s，分)
Table 1. Comparison of theoretical test scores between two groups of students (x±s, points)
组别 人数 选择题 填空题 名词解释题 简答题 分析题 总分 对照组 78 21.15±4.33 11.33±1.03 12.55±1.08 22.50±1.34 24.44±1.32 72.47±4.30 研究组 79 25.89±3.42 13.16±1.51 14.38±1.03 25.77±1.30 28.59±1.30 77.41±3.66 t值 7.617 8.859 10.866 15.519 19.847 7.284 P值 ＜0.001 ＜0.001 ＜0.001 ＜0.001 ＜0.001 ＜0.001 
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表 2 2组学生教学效果比较(x±s，分)
Table 2. Comparison of teaching effects between two groups of students (x±s, points)
组别 人数 学习意识 学习策略 学习行为 学习评价 人际关系技能 总分 对照组 78 41.24±4.15 42.50±3.18 41.85±1.19 42.23±4.49 41.33±4.32 203.37±17.55 研究组 79 46.80±4.23 47.45±3.38 47.30±1.40 48.17±4.55 48.50±4.07 229.41±14.99 t值 8.312 9.448 26.266 8.232 10.705 10.001 P值 ＜0.001 ＜0.001 ＜0.001 ＜0.001 ＜0.001 ＜0.001
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表 3 2组学生综合能力评分比较(x±s，分)
Table 3. Comparison of comprehensive ability scores between two groups of students (x±s, points)
组别 人数 应急能力 思维分析能力 专科医技能力 沟通协作能力 综合能力总评分 对照组 78 14.54±2.17 22.41±2.50 22.56±2.47 11.32±2.13 74.25±5.24 研究组 79 17.21±2.23 26.38±2.61 27.04±2.85 15.74±2.25 86.53±6.46 t值 7.602 9.731 10.519 12.637 13.071 P值 ＜0.001 ＜0.001 ＜0.001 ＜0.001 ＜0.001
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表 4 2组学生教学满意度比较(x±s，分)
Table 4. Comparison of teaching satisfaction between two groups of students (x±s, points)
组别 人数 强化操作技术能力 提升学习兴趣 提升沟通能力 提高团队协作能力 提高解决问题能力 对照组 78 3.03±1.12 3.66±1.04 3.28±1.46 3.68±1.04 3.83±1.27 研究组 79 4.54±1.30 4.53±1.29 4.23±1.20 4.19±1.32 4.51±1.07 t值 7.793 4.649 4.456 2.687 3.630 P值 ＜0.001 ＜0.001 ＜0.001 0.008 ＜0.001
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