症状分析思维导图在神经内科并轨培养研究生的教学探讨  

Discussion on the Teaching of the Mind-mapping of Symptom Analysis in the Training of Graduate Students in the Department of Neurology

作　　者：时宏娟 李香玲[2] 杨华 王炎强[2] Shi Hongjuan;Li Xiangling;Yang Hua;Wang Yanqiang(Department of neurology,Affiliated Hospital of Xuzhou Medical University,Xuzhou 221006,Jiangsu Province,China;不详)

机构地区：[1]徐州医科大学附属医院,江苏徐州市221006 [2]潍坊医学院附属医院,山东省潍坊市261031 [3]徐州医科大学第二附属医院,江苏省徐州市221006

出　　处：《中国病案》2023年第3期99-101,共3页Chinese Medical Record

基　　金：潍坊医学院2022年度校级教育教学改革与研究课题(2022YB046)。

摘　　要：目的 探讨症状分析的思维导图教学模式在神经内科并轨模式下临床医学硕士专业学位研究生教学效果中的应用价值。方法 将2016年1月1日-2020年12月31日某院60名神经内科并轨培养医学研究生随机分成对照组和观察组,每组30名,对照组采用传统授课法,观察组实施症状分析的思维导图教学法。出科时分别对2组临床知识考核、教学思维反馈、授课满意度应用SPSS 22.0进行统计分析。结果 观察组理论知识(91.14±5.72)、病历书写(85.41±5.84)、病例分析(86.54±6.36)、技能操作(80.24±5.54)各评分高于对照组,差异有统计学意义;观察组知识理解能力(8.14±1.14)、自我学习能力(8.23±1.78)、查阅文献能力(8.73±1.87)、临床思维能力(8.75±1.95)、沟通能力(8.64±1.41)、团队意识(7.72±0.63)各评分高于对照组,差异有统计学意义;观察组教学满意度与教学质量与对照组相比具有差异。结论 症状分析的思维导图教学,提高了神经内科并轨模式下临床医学硕士专业学位研究生临床综合胜任能力,提升教学满意度和教学质量。Objectives This study aims to To explore the application value of the mind map teaching mode of symptom analysis in the teaching effect of graduate students with a master's degree in clinical medicine under the combined mode of neurology.Methods 60 medical graduate students in a neurology department from January 1,2016 to December 31,2020 were randomly divided into a control group and an observation group,with 30 students in each group.The control group adopted the traditional teaching method,and the observation group implemented the mind map teaching method of symptom analysis.When leaving the department,SPSS 22.O was used to conduct statistical analysis on clinical knowledge assessment,teaching thinking feedback,and teaching satisfaction of the two groups.Results The scores of theoretical knowledges(91.i4±5.72),medical record writing(85.41±5.84),case analysis(86.54±6.36),and skill operation(80.24±5.54)in the observation group were higher than those in the control group,and the differences were statistically significant.The scores of knowledge comprehension ability(8.14±1.14),self-learning ability(8.23±1.78),literature review ability(8.73±1.87),clinical thinking ability(8.75±1.95),communication ability(8.64±1.41),and team awareness(7.72±0.63)were higher than those of the control group,and the differences were statistically significant.Compared with the control group,the teaching satisfaction and teaching quality of the observation group were different.Conclusions Mind map teaching of symptom analysis improved the clinical comprehensive competence of graduate students with a master's degree in clinical medicine under the combined mode of neurology,and improved teaching satisfaction and teaching quality.

关 键 词：症状 思维导图 问题 案例 并轨培养 教学效果 

分 类 号：R-4[医药卫生] G643[文化科学—高等教育学]