思维导图法在癫痫教学中的应用

目的 探索思维导图法在癫痫教学中对学员理论及实践成绩的影响。方法 选取2018年7月—2021年6月在温州医科大学附属第六医院参加规培的186名学员作为研究对象。按随机数字法平均分配产生观察组和对照组，每组93人。观察组采取思维导图法教学，对照组采取传统讲授法教学。规培时间为1个月。学员在规培前、后参加癫痫理论和实践考核。通过比较成绩，验证思维导图法的优越性。结果 规培前，2组学员理论成绩[(48.4±6.4)分vs.(48.5±5.6)分]和实践成绩[(46.8±5.5)分vs.(45.9±5.2)分]比较差异无统计学意义(均P>0.05)。规培后，观察组理论成绩[(68.8±5.5)分vs.(64.5±4.5)分]和实践成绩[(74.5±6.9)分vs.(71.7±6.9)分]均高于对照组(均P<0.001)。观察组理论成绩概念题得分[(40.5±3.2)分vs.(38.7±3.1)分]及应用题得分[(28.3±5.7)分vs.(25.8±3.3)分]均高于对照组(均P<0.001),且观察组应用题得分比例明显高于对照组(41.1%vs. 39.9%)。结论 在癫...

Application of mind mapping method in epilepsy teaching

  Objective  To explore the impact of mind mapping approach on trainees' theoretical and practical achievements in epilepsy teaching.  Methods  A total of 186 students who participated in the training in the Sixth Affiliated Hospital of Wenzhou Medical University from July 2018 to June 2021 were select as the research objects. According to the random number method, the observation group and the control group were distributed equally, with 93 cases in each group. The observation group adopted mind mapping teaching, and the control group adopted traditional lecture-based teaching. The training time was 1 month. All students take the epilepsy theory test and clinical practice assessment before and after the training. The superiority of mind mapping method was verified by comparing results.  Results  There was no significant difference between the two groups' theoretical scores [(48.4±6.4) points vs. (48.5±5.6) points] and clinical practice scores [(46.8±5.5) points vs. (45.9±5.2) points] before training (both P>0.05). After training, the theoretical scores in the observation group [(68.8±5.5) points vs. (64.5±4.5) points] and clinical practice scores [(74.5±6.9) points vs. (71.7±6.9) points] were higher than those in the control group (both P < 0.001). Both the scores of concept questions [(40.5±3.2) points vs. (38.7±3.1) points] and scores of applied questions [(28.3±5.7) points vs. (25.8±3.3) points] in the observation group were higher than those in the control group (both P < 0.001), and the score ratio of applied questions in the observation group was significantly higher than that in the control group (41.1% vs. 39.9%).  Conclusion  In the teaching activities of epilepsy, compared with the traditional lecture-based teaching method, the mind mapping method can significantly improve the epilepsy theory and practice performance of regular training trainees, is better in terms of concept mastery and clinical application, more scientific and effective in clinical application, and worthy of promotion and application.