情景引入式思维导图教学法在急诊临床教学中的应用

目的探讨情景引入式思维导图教学法在急诊临床教学中的应用效果。 方法回顾性分析山东省济宁医学院2016级本科临床医学系见习学生共90名,随机分为调查组和对照组,每组45人。针对《急诊与灾难医学》教学中心肺脑复苏章节实施分组教学,对照组按照传统教学模式,调查组则以典型临床案例作为背景引入,利用思维导图将知识点分解拓展,便于培养学生临床思维及团队协作能力。对比两组学生理论考试及操作考核结果,对调查组学生发放教学反馈表进行教学方法反馈。 结果调查组学生在理论及技能操作成绩相比对照组均高,差异有统计学意义(P<0.05)。教学过程不仅培养了学生临床思维及团队协作能力,同时督促教师注重实际教学成果,通过反馈表对教学法进行完善。 结论情景引入式思维导图教学法更适合急诊临床实际教学,对培养学生临床思维及团队协作能力有较好的效果,值得在院校进行推广。

Application of situation-introduced mind mapping method in emergency clinical teaching

ObjectiveTo explore the application effect of "situation introduction mind mapping teaching method" in emergency clinical teaching. MethodsA total of 90 probationary students from Jining Medical College were randomly divided into study group (n=45) and control group (n=45). Group teaching was carried out for cardiopulmonary resuscitation in the teaching of Emergency and Disaster Medicine. The control group followed the traditional teaching mode, while the study group was introduced with typical clinical cases as the background, and the knowledge points were decomposed and expanded by mind mapping, which was convenient for cultivating students’ clinical thinking and teamwork ability. The results of theoretical examination and operation assessment were compared between the two groups, and the students in the study group were given a teaching feedback form for teaching method feedback. ResultsCompared with the control group, the students in the study group had higher theoretical and technical performance, and the difference was statistically significant(P<0.05). The teaching process not only cultivated the students’ clinical thinking and teamwork ability, but also urged the teachers to pay attention to the actual teaching results and improve the teaching method through the feedback form. ConclusionThe scenario-introduced mind mapping is more suitable for emergency clinical practice teaching, and has a good effect on cultivating students’ clinical thinking and teamwork ability, which is worth promoting by colleges and universities.