思维导图法在癫痫教学中的应用

朱英标; 官常荣; 吕锦; 陈伟康; 何婷; 蓝丽康

doi:10.16766/j.cnki.issn.1674-4152.002917

思维导图法在癫痫教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002917

1.
温州医科大学附属第六医院神经内科，浙江丽水 323000
2.
温州医科大学附属第六医院内分泌科

基金项目:

浙江省医药卫生科技计划项目 2021433847

温州医科大学高等教育教学改革研究项目 JG2021110

详细信息

通讯作者:
官常荣，E-mail: 76827579@qq.com

中图分类号: R192 R742.1
计量
- 文章访问数: 172
- HTML全文浏览量: 83
- PDF下载量: 13
- 被引次数: 0
出版历程
- 收稿日期: 2022-01-08
- 网络出版日期: 2023-04-19

Application of mind mapping method in epilepsy teaching

1.
Department of Neurology, the Sixth Affiliated Hospital of Wenzhou Medical University, Lishui, Zhejiang 323000, China

摘要

摘要: 目的探索思维导图法在癫痫教学中对学员理论及实践成绩的影响。方法选取2018年7月—2021年6月在温州医科大学附属第六医院参加规培的186名学员作为研究对象。按随机数字法平均分配产生观察组和对照组，每组93人。观察组采取思维导图法教学，对照组采取传统讲授法教学。规培时间为1个月。学员在规培前、后参加癫痫理论和实践考核。通过比较成绩，验证思维导图法的优越性。结果规培前，2组学员理论成绩[(48.4±6.4)分vs. (48.5±5.6)分]和实践成绩[(46.8±5.5)分vs. (45.9±5.2)分]比较差异无统计学意义(均P>0.05)。规培后，观察组理论成绩[(68.8±5.5)分vs. (64.5±4.5)分]和实践成绩[(74.5±6.9)分vs. (71.7±6.9)分]均高于对照组(均P < 0.001)。观察组理论成绩概念题得分[(40.5±3.2)分vs. (38.7±3.1)分]及应用题得分[(28.3±5.7)分vs. (25.8±3.3)分]均高于对照组(均P < 0.001)，且观察组应用题得分比例明显高于对照组(41.1% vs. 39.9%)。结论在癫痫的教学活动中，思维导图法能显著提高学员理论及实践成绩，在概念掌握及临床应用方面优于传统教学法，尤其在临床应用方面更为科学有效，值得推广应用。
- 思维导图法 /
- 讲授法 /
- 教学 /
- 临床应用 /
- 癫痫
Abstract: Objective To explore the impact of mind mapping approach on trainees' theoretical and practical achievements in epilepsy teaching. Methods A total of 186 students who participated in the training in the Sixth Affiliated Hospital of Wenzhou Medical University from July 2018 to June 2021 were select as the research objects. According to the random number method, the observation group and the control group were distributed equally, with 93 cases in each group. The observation group adopted mind mapping teaching, and the control group adopted traditional lecture-based teaching. The training time was 1 month. All students take the epilepsy theory test and clinical practice assessment before and after the training. The superiority of mind mapping method was verified by comparing results. Results There was no significant difference between the two groups' theoretical scores [(48.4±6.4) points vs. (48.5±5.6) points] and clinical practice scores [(46.8±5.5) points vs. (45.9±5.2) points] before training (both P>0.05). After training, the theoretical scores in the observation group [(68.8±5.5) points vs. (64.5±4.5) points] and clinical practice scores [(74.5±6.9) points vs. (71.7±6.9) points] were higher than those in the control group (both P < 0.001). Both the scores of concept questions [(40.5±3.2) points vs. (38.7±3.1) points] and scores of applied questions [(28.3±5.7) points vs. (25.8±3.3) points] in the observation group were higher than those in the control group (both P < 0.001), and the score ratio of applied questions in the observation group was significantly higher than that in the control group (41.1% vs. 39.9%). Conclusion In the teaching activities of epilepsy, compared with the traditional lecture-based teaching method, the mind mapping method can significantly improve the epilepsy theory and practice performance of regular training trainees, is better in terms of concept mastery and clinical application, more scientific and effective in clinical application, and worthy of promotion and application.
- Mind mapping /
- Lecture-based teaching /
- Teaching /
- Clinical application /
- Epilepsy

HTML全文

图 1 癫痫主题思维导图示例

Figure 1. Example of a mind map on the topic of epilepsy

下载: 全尺寸图片幻灯片

表 1 2组规培学员理论与实践成绩比较(x±s，分)

Table 1. Comparison of theoretical and practical results between the two groups of standardized training students(x±s, points)

组别	人数	理论成绩		实践成绩
组别	人数	入科时	出科时	入科时	出科时
观察组	93	48.4±6.4	68.8±5.5^a	46.8±5.5	74.5±6.9^a
对照组	93	48.5±5.6	64.5±4.5^a	45.9±5.2	71.7±6.9^a
t值		0.122	5.858	1.117	2.790
P值		0.903	< 0.001	0.266	< 0.001
注：与同组入科时成绩比较，^aP < 0.001。

下载: 导出CSV

表 2 2组规培学员理论成绩各题型得分比较(x±s，分)

Table 2. Comparison of theoretical scores of each item type between the two groups(x±s, points)

组别	人数	入科时		出科时
组别	人数	概念题得分	应用题得分	概念题得分	应用题得分
观察组	93	31.2±4.2	17.2±4.8	40.5±3.2	28.3±5.7
对照组	93	31.6±4.4	16.9±4.0	38.7±3.1	25.8±3.3
t值		0.599	0.414	3.856	3.659
P值		0.550	0.680	< 0.001	< 0.001

下载: 导出CSV

参考文献(15)

[1]	WU H Z, WU Q T. Impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application[J]. J Int Med Res, 2020, 48(3): 300060519893225. DOI: 10.1177/0300060519893225.
[2]	王珏, 胡丽丽, 吴娜, 等. 思维导图模型在分子生物学教学环节中的应用[J]. 生物工程学报, 2021, 37(12): 4446-4454. https://www.cnki.com.cn/Article/CJFDTOTAL-SHWU202112025.htm WANG J, HU L L, WU N, et al. Application of mind mapping model in the teaching of molecular biology[J]. Chinese Journal of Biotechnology, 2021, 37(12): 4446-4454. https://www.cnki.com.cn/Article/CJFDTOTAL-SHWU202112025.htm
[3]	KALYANASUNDARAM M, ABRAHAM S B, RAMACHANDRAN D, et al. Effectiveness of mind mapping technique in information retrieval among medical college students in puducherry: a pilot study[J]. Indian J Community Med, 2017, 42(1): 19-23. doi: 10.4103/0970-0218.199793
[4]	ISRAEL C, ZIPP G P, D'ABUNDO M, et al. Mind mapping to enhance critical thinking skills in physician assistant education: a randomized controlled study[J]. J Allied Health, 2020, 49(2): 135-140.
[5]	RUSSELL M L, CARR A H, KIERAN K. Using mind mapping in family meetings to support shared decision making with pediatric and geriatric patients[J]. Patient, 2020, 13(6): 709-717. doi: 10.1007/s40271-020-00447-2
[6]	YANG H, GAO X B, LI M H, et al. The use of mind mapping in health education in extended care for children with caries[J]. J Int Med Res, 2020, 48(5): 300060519898053. DOI: 10.1177/0300060519898053.
[7]	GAKHAL M K, KWON O. Improving orthodontic patients' and parents' information recall with use of audio-visual presentation and mind mapping exercises[J]. Evid Based Dent, 2020, 21(1): 34-35. doi: 10.1038/s41432-020-0073-y
[8]	PRINGLE J. Health mind mapping has the potential to facilitate patient engagement in self-management of long-term conditions[J]. Evid Based Nurs, 2019, 22(1): 23. doi: 10.1136/ebnurs-2018-103011
[9]	汪蕾, 李阿文, 卢姗, 等. 思维导图在回肠膀胱造口患者围手术期健康教育中的应用效果[J]. 中华全科医学, 2021, 19(9): 1535-1538, 1614. doi: 10.16766/j.cnki.issn.1674-4152.002105 WANG L, LI A W, LU S, et al. The application of mind mapping in health education of perioperative with ileal bladder stoma[J]. Chinese Journal of General Practice, 2021, 19(9): 1535-1538, 1614. doi: 10.16766/j.cnki.issn.1674-4152.002105
[10]	张丽娜. 思维导图在喉癌行全喉切除术后患者出院康复指导中的应用[J]. 中华全科医学, 2018, 16(1): 126-129. doi: 10.16766/j.cnki.issn.1674-4152.000036 ZHANG L N. Application of mind map in rehabilitation guidance of laryngeal carcinoma patients after total laryngectomy[J]. Chinese Journal of General Practice, 2018, 16(1): 126-129. doi: 10.16766/j.cnki.issn.1674-4152.000036
[11]	成涓, 任建丽. 思维导图在超声影像学网络远程教学中的应用探索[J]. 现代医药卫生, 2021, 37(14): 2483-2485. https://www.cnki.com.cn/Article/CJFDTOTAL-XYWS202114041.htm CHENG J, REN J L. Application exploration of mind mapping in online distance teaching of ultrasound imaging[J]. J Mod Med Health, 2021, 37(14): 2483-2485. https://www.cnki.com.cn/Article/CJFDTOTAL-XYWS202114041.htm
[12]	原素梅, 刘丽娟, 郝燕. 思维导图在检验医学专业英语词汇教学中的初步应用[J]. 国际检验医学杂志, 2019, 40(17): 2169-2171. https://www.cnki.com.cn/Article/CJFDTOTAL-GWSQ201917031.htm YUAN S M, LIU L J, HAO Y. Preliminary application of mind mapping in English vocabulary teaching for laboratory medicine majors[J]. Int J Lab Med, 2019, 40(17): 2169-2171. https://www.cnki.com.cn/Article/CJFDTOTAL-GWSQ201917031.htm
[13]	易倩, 段微微, 马婧. 基于思维导图的健康教育结合CICARE沟通模式对学龄前癫痫患儿家属的影响[J]. 齐鲁护理杂志, 2021, 27(11): 23-26. https://www.cnki.com.cn/Article/CJFDTOTAL-QLHL202111008.htm YI Q, DUAN W W, MA J. Effect of mind map based health education combined with CICARE communication mode on family members of preschool epilepsy children[J]. Journal of Qilu Nursing, 2021, 27(11): 23-26. https://www.cnki.com.cn/Article/CJFDTOTAL-QLHL202111008.htm
[14]	严田, 邓璐瑶, 谢茜. 思维导图结合家庭协同护理对癫痫患儿的影响[J]. 齐鲁护理杂志, 2021, 27(23): 66-69. https://www.cnki.com.cn/Article/CJFDTOTAL-QLHL202123023.htm YAN T, DENG L Y, XIE X. The effect of mind mapping combined with family collaborative nursing on children with epilepsy[J]. Journal of Qilu Nursing, 2021, 27(23): 66-69. https://www.cnki.com.cn/Article/CJFDTOTAL-QLHL202123023.htm
[15]	路海娟, 董正航, 张爱玲. 基于思维导图的健康教育对癫痫患儿父母感知脆弱和焦虑的影响[J]. 江苏预防医学, 2021, 32(3): 372-374. https://www.cnki.com.cn/Article/CJFDTOTAL-JSYF202103045.htm LU H J, DONG Z H, ZHANG A L. Effects of mind map-based health education on perceived vulnerability and anxiety of parents of children with epilepsy[J]. Jiangsu Journal of Preventive Medicine, 2021, 32(3): 372-374. https://www.cnki.com.cn/Article/CJFDTOTAL-JSYF202103045.htm