基于可视化思维导图结合CBL在中医脾胃病临床带教中的应用探析

Exploration of the Application of Visual Mind Mapping Combined with Case-Based Learning in Clinical Teaching of Traditional Chinese Medicine Spleen-Stomach Diseases

摘要: 目的：探讨基于可视化思维导图结合案例式教学法(case-based learning, CBL)在中医脾胃病临床带教中的应用效果，为优化中医临床教学模式提供参考。方法：选取2024年12月至2026年3月在眉山市中医医院消化内科轮转的实习医学生31名进行中医脾胃病临床带教，分为对照组15名(学生传统自行临床观摩 + 带教口传心授方法)和实验组16名(学生传统自行临床观摩 + 思维导图结合案例式教学法)，教学结束出科前对所有学生进行理论结合病例分析试卷考试及中医临床带教满意度问卷调查评价教学效果。结果：实验组理论考核总成绩、理论成绩及临床带教满意度方面均优于对照组，差异具有统计学意义(P < 0.05)；但实验组病例分析成绩呈现升高趋势，但差异未达统计学意义(P > 0.05)。结论：基于可视化思维导图结合CBL的教学模式在本研究中显示出较好的教学效果，可能有助于提升实习医学生对中医脾胃病辨证论治过程的理解及病例分析能力。受样本量和研究设计限制，其教学价值仍需进一步研究验证。

Abstract: Objective: To explore the effectiveness of visual mind mapping combined with case-based learning (CBL) in the clinical teaching of Traditional Chinese Medicine (TCM) spleen-stomach diseases, and to provide a reference for optimizing TCM clinical teaching models. Methods: A total of 31 medical interns who rotated in the Department of Gastroenterology of Meishan Hospital of Traditional Chinese Medicine from December 2024 to March 2026 were enrolled in the clinical teaching of TCM spleen-stomach diseases. They were divided into a control group (15 students), who received traditional independent clinical observation plus conventional verbal instruction from tutors, and an experimental group (16 students), who received traditional independent clinical observation plus visual mind mapping combined with CBL. Before completion of the rotation, all students were evaluated through a written examination integrating theoretical knowledge and case analysis, as well as a satisfaction questionnaire on clinical teaching, to assess the teaching effectiveness. Results: The experimental group showed significantly better performance than the control group in total theoretical assessment score, theoretical knowledge score, and clinical teaching satisfaction, with statistically significant differences (P < 0.05). However, the case analysis score in the experimental group showed an increasing trend, but the difference did not reach statistical significance (P > 0.05). Conclusion: The teaching model based on visual mind mapping combined with CBL demonstrated favorable teaching effects in this study and may help improve medical interns’ understanding of the syndrome differentiation and treatment process for TCM spleen-stomach diseases, as well as their case analysis ability. However, due to limitations in sample size and study design, its educational value requires further validation in future studies.