Volume 22 Issue 3
Mar.  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(3): 504-507
WANG Xiaodong, BAI Xuelei, FAN Liyong, LI Ke, QIAO Linshang. Application effect of introducing PBL and CBL dual track models into mind mapping in cardiology training teaching[J]. Chinese Journal of General Practice, 2024, 22(3): 504-507. doi: 10.16766/j.cnki.issn.1674-4152.003436
Citation: WANG Xiaodong, BAI Xuelei, FAN Liyong, LI Ke, QIAO Linshang. Application effect of introducing PBL and CBL dual track models into mind mapping in cardiology training teaching[J]. Chinese Journal of General Practice, 2024, 22(3): 504-507. doi: 10.16766/j.cnki.issn.1674-4152.003436
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Application effect of introducing PBL and CBL dual track models into mind mapping in cardiology training teaching

doi: 10.16766/j.cnki.issn.1674-4152.003436
  • 1.

    Laboratory of Cardiac Physiology, the Affiliated Nanyang Second General Hospital, Xinxiang Medical University, Nanyang, Henan 473012, China

Funds:

 Wjlx2021468

  • Received Date: 2023-05-28
    Available Online: 2024-05-27
    Abstract
  •   Objective   To explore the application effect of the dual track model of problem-based learning (PBL) and case-based learning (CBL) introduced by mind mapping in cardiology training.   Methods   Sixty-five students from the Cardiology Department of the Second People' s Hospital of Nanyang City who participated in the standardized training for resident physicians from January to September 2022 were selected as the experimental group (receiving PBL and CBL dual track teaching with mind mapping); using 65 cases from January to December 2021 as the control group (receiving PBL and CBL dual track teaching mode, without the introduction of mind mapping). Closed-book examination and distribution of teaching effectiveness evaluation questionnaires; Two groups of students will be evaluated on their critical thinking skills.   Results  The total score of the students in the experimental group in the theoretical examination (79.28±7.06) was significantly higher than that of the students in the control group (67.08±11.08, P<0.05). The scores of communications among students in the experimental group, interaction with teachers, classroom atmosphere, students' attention in class, students' participation initiative, and time rationality were significantly higher than those of the control group (P<0.05). The scores of knowledge comprehension, knowledge extension, pre-class preview, material review, subject connection, and consolidation review in the experimental group were significantly higher than those in the control group (P<0.05). The scores of independent thinking, active learning, communication ability, cooperation ability, and problem solving ability in the experimental group were significantly higher than those in the control group (P<0.05). The scores of knowledge depth, thinking ability, and teaching method of the experimental group were significantly higher than those in the control group (P<0.05). The total score of students' critical thinking ability (380.42±41.41) was significantly higher in the experimental group after the introduction of PBL and CBL dual track teaching mode using mind mapping than before the teaching (319.65±40.22, t=29.715, P<0.001).   Conclusion   The introduction of PBL and CBL dual-mode mind mapping can effectively improve the teaching effectiveness of cardiology training, improve learning ability and critical thinking ability is conducive to mutual learning and satisfaction with the curriculum.

     

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