基于思维导图的案例教学法在儿科住培教学中的实践与探索

Practice and Exploration of Mind Mapping Combined with Case-Based Learning in Pediatric Residency Training

摘要: 目的：探讨思维导图结合案例教学法(case-based learning, CBL)在儿科住院医师规范化培训教学中的应用效果。方法：选取2024年3月至2025年2月在山东第二医科大学儿科轮转的60名住院医师规范化培训学员，采用随机数字表法分为观察组和对照组，每组30名。对照组采用传统教学方法，观察组采用思维导图结合CBL教学法，比较两组学员理论考核、临床技能考核、病例分析成绩及教学满意度。结果：观察组理论考核、临床技能考核、病例分析成绩均高于对照组，差异有统计学意义(P < 0.05)。观察组在临床思维能力、学习主动性、知识整合能力、团队协作能力及教学满意度方面评分均高于对照组，差异有统计学意义(P < 0.05)。结论：思维导图结合CBL教学法能够提高儿科住培学员的学习成绩和综合能力，培养临床思维，提升教学满意度，值得在儿科住培教学中推广应用。

Abstract: Objective: To explore the application effect of mind mapping combined with case-based learning (CBL) in pediatric residency training. Methods: A total of 60 standardized residency training residents rotating in the Department of Pediatrics at Shandong Second Medical University from March 2024 to February 2025 were randomly divided into an observation group (n = 30) and a control group (n = 30) using a random number table method. The control group received traditional teaching methods, while the observation group received mind mapping combined with CBL teaching. Theoretical examination scores, clinical skills assessment scores, case analysis scores, and teaching satisfaction were compared between the two groups. Results: The observation group showed higher scores in theoretical examination, clinical skills assessment, and case analysis compared with the control group, with statistically significant differences (P < 0.05). The observation group also showed higher scores in clinical thinking ability, learning initiative, knowledge integration ability, teamwork ability, and teaching satisfaction compared with the control group (P < 0.05). Conclusion: Mind mapping combined with CBL teaching method may improve learning outcomes and comprehensive abilities of pediatric residency trainees, and is worthy of further exploration and application in pediatric residency training.