基于思维导图的CBL联合PBL教学在心内科住院医师规范化培训中应用

目的 探索思维导图辅助下的CBL联合PBL教学模式在心内科住院医师规范化培训中的应用效果。 方法 以心力衰竭临床诊治教学为例，随机选取2019年06-12月在我科规培的学生40名，采取基于思维导图的CBL联合PBL模式教学（实验组），与2018年06-12月采取CBL联合PBL教学模式的规培生40名（对照组）进行对比。通过教学满意度问卷调查、学生基础理论成绩、临床技能考核成绩、教学效果评价，综合比较两种教学模式的优劣。 结果 与对照组相比，实验组规培学生在教学满意度方面、提高学生基础理论考试成绩、综合运用知识解决问题的能力以及学生的学习兴趣等方面显著优于对照组。 结论 基于思维导图的CBL+PBL教学可显著提高规培时心力衰竭诊治的教学效果，其不但提高学生的学习主观能动性，并且提升了学生的临床思维灵活性，可以进一步完善并进行推广。

Application of CBL and PBL based on mind map in standardized training of residents in cardiology

AIM To explore the application and effect of case based learning (CBL) and problem based learning (PBL) based on the mind map in the standardized training of resident cardiologists. METHODS The teaching of Clinical Diagnosis and Treatment of Heart Failure was taken as an example for this study. Forty residents on rotation in cardiology department of our hospital from June to December 2019 were randomly selected and the CBL+PBL teaching mode based on mind mapping was adopted (experimental group). Forty residents on rotation in cardiology department of our hospital from June to December 2018 trained using CBL+PBL teaching mode only served as the control group. The two groups were compared by satisfaction questionnaire survey, theoretical and clinical skill examinations and teaching effect evaluation. RESULTS The results of satisfaction questionnaire survey and examinations, and ability to solve problems and learning interest in the experimental group were significantly better than those in the control group. CONCLUSION The application of mind map in CBL+PBL in the teaching of Clinical Diagnosis and Treatment of Heart Failure significantly enhanced the teaching effect. It improves not only students’ subjective initiative, but also their ability of practice. This teaching mode needs to be further improved and promoted.