思维导图法在神经内科不同阶段教学中的使用  

The Use of Mind Mapping in Different Steps of Neurology Teaching

作　　者：杨洁[1] 解龙昌[1] 傅君毅 陈烨[2] 吴丹桂[2] 高庆春[1] YANG Jie;XIE Longchang;FU Junyi;CHEN Ye;WU Dangui;GAO Qingchun(Neurology Department,The 2nd Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510260,China;Education Administration Office,The 2nd Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510260,China)

机构地区：[1]广州医科大学附属第二医院神经内科,广东广州510260 [2]广州医科大学附属第二医院教学科,广东广州510260

出　　处：《中国继续医学教育》2020年第17期32-35,共4页China Continuing Medical Education

基　　金：2019广东省本科高校教学质量与教学改革工程项目(名称:神经系统本科教学团队);广州医科大学本科教学“质量工程”立项项目(名称:神经系统本科教学团队,编号:广医大发[2019]5号);广州医科大学第二临床学院2019年本科教学“质量工程”立项项目(名称:神经系统本科教学团队,编号:广医大二院发[2018]7号);广东省自然科学基金项目(名称:MMPs拮抗剂缓解脑白质损伤改善卒中后痴呆的机制,编号:粤科规财字[2017]105号)。

摘　　要：思维导图具有思维整合作用,在神经内科教学中的应用逐渐受到重视。神经内科教学包括不同阶段,主要包含临床医学本科生教育与执业医师规范化培训的学员带教。为探讨神经内科针对不同对象如何采用思维导图开展教学以达到最佳效果,本研究归纳总结了以上两类教学对象使用思维导图法的多方面的不同特点,包括:授课形式、教学目的、思维方式、主题词选择、师生角色关系、教师感受、学生感受和学生能力等方面。并通过以上对比,我们能够结合教学工作中的实际病例提出具有可行性的操作方法,为今后思维导图法在神经内科教学不同阶段的使用提供合理建议。The mind mapping method is useful for integrating thinking,which is receiving more attention in neurology teaching recently.The neurology teaching includes different steps,involving undergraduate medical school teaching and residents training.To explore the best effect of mind-mapping teaching mode on different teaching subjects,this current research summers up the characteristics of using mind-mapping method between undergraduate medical school students and residents,such as teaching mode,teaching objective,thinking mode,key word selection,teacher-learner role relationship,students and teachers'perception,as well as student’s ability.Through the above comparison,we provide the applicable operation based on two real cases,and reasonable suggestions about mind mapping method in different steps of neurology teaching.

关 键 词：思维导图 神经内科 教学 医学本科 住院医师规范化培训 临床思维 

分 类 号：G642[文化科学—高等教育学]