Volume 23 Issue 4
Apr.  2025
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Article Navigation >  Chinese Journal of General Practice  > 2025  >  23(4): 677-679
WANG Bing, SUI Yang, WU Feng, SUN Chao. The application of the problem-oriented teaching mode integrated mind mapping in clinical ultrasound teaching[J]. Chinese Journal of General Practice, 2025, 23(4): 677-679. doi: 10.16766/j.cnki.issn.1674-4152.003978
Citation: WANG Bing, SUI Yang, WU Feng, SUN Chao. The application of the problem-oriented teaching mode integrated mind mapping in clinical ultrasound teaching[J]. Chinese Journal of General Practice, 2025, 23(4): 677-679. doi: 10.16766/j.cnki.issn.1674-4152.003978
shu

The application of the problem-oriented teaching mode integrated mind mapping in clinical ultrasound teaching

doi: 10.16766/j.cnki.issn.1674-4152.003978
  • 1.

    Department of Ultrasound, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

Funds:

 2023jyxm1200

 2019jyxm45

  • Received Date: 2024-10-09
    Available Online: 2025-06-30
    Abstract
  •   Objective  To analyze the impact of the problem-based learning model integrated with mind mapping on the quality of ultrasound clinical teaching.  Methods  Clinical medical students who studied in the Ultrasound Department of the First Affiliated Hospital of Bengbu Medical University from January 2023 to October 2023 were selected and grouped by cluster sampling based on the teaching methods. Class 2 of the clinical experiment was chosen as the control group, receiving conventional teaching, while Class 1 was selected as the research group, implementing the problem-based learning model integrated with mind mapping. The theoretical test scores and teaching effect evaluations were compared between the two groups.  Results  After the implementation of teaching, the research group demonstrated significantly higher scores than the control group in theoretical test (77.41±3.66 vs. 72.47±4.30), teaching effect (229.41±14.99 vs. 203.37±17.55), and comprehensive ability (86.53±6.46 vs. 74.25±5.24, P < 0.05). Additionally, students in the research group reported significantly higher satisfaction in areas such as practical skills, learning interest, communication, teamwork, and problem-solving abilities compared to the control group (P < 0.05).  Conclusion  The problem-based learning model integrated with mind mapping is beneficial for promoting students ' understanding and retention of clinical knowledge, enhancing learning efficiency and skills, and facilitating autonomous learning ability, and improving the satisfaction of teaching.

     

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