费曼学习法联合思维导图在内科临床实习教学中的应用

Application of the Feynman Learning Technique Combined with Mind Mapping in the Teaching of Internal Medicine Clinical Internships

摘要: 目的：探讨费曼学习法联合思维导图教学方式在内科临床实习教学中的应用效果。方法：选取2024年4月至2025年1月在绍兴市人民医院内科科室接受临床实习的94名临床专业的学生为研究对象，随机分为试验组(n = 47名)和对照组(n = 47名)。试验组采用基于思维导图联合费曼学习法的教学模式，对照组采用传统授课模式。比较2组理论知识考试得分、迷你临床演练评估量表得分和教学满意度。结果：试验组在教学活动结束后立即组织的和一周后的理论知识考试得分均优于对照组得分，差异具有统计学意义(P < 0.05)。试验组在教学活动结束后迷你临床演练评估量表评估得分优于对照组，差异具有统计学意义(P < 0.05)。其中42名试验组学生对该教学方式满意。结论：费曼学习法联合思维导图教学方式在内科临床实习教学中取得良好的效果，建议未来开展多中心研究来验证该模式的普适性。

Abstract: Objective: To evaluate the effectiveness of combining the Feynman learning technique with mind mapping in clinical teaching of internal medicine internships. Methods: A total of 94 medical students who underwent clinical internships in the Department of Internal Medicine at Shaoxing People’s Hospital from April 2024 to January 2025 were enrolled and randomly divided into an experimental group (n = 47) and a control group (n = 47). The experimental group received instruction using a combination of mind mapping and the Feynman learning technique, while the control group was taught using traditional lecture-based methods. The two groups were compared in terms of theoretical knowledge examination scores, Mini-Clinical Evaluation Exercise (Mini-CEX) scores, and teaching satisfaction. Results: The experimental group achieved significantly higher scores in the theoretical knowledge examinations administered immediately after the teaching session and one week later compared to the control group, with statistically significant differences (P < 0.05). The experimental group also showed significantly better Mini-CEX scores after the teaching session, with statistically significant differences (P < 0.05). Among them, 42 students in the experimental group expressed satisfaction with this teaching method. Conclusion: The combination of the Feynman learning technique and mind mapping yielded positive outcomes in the clinical teaching of internal medicine internships, and its future multi-center studies are recommended to validate the generalizability of this model.