首页|费曼学习法联合思维导图在烧伤整形科规培带教中的应用研究

费曼学习法联合思维导图在烧伤整形科规培带教中的应用研究

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目的 探讨费曼学习法联合思维导图在烧伤整形科规培带教中的效果。方法 将2022年至2023年烧伤整形科87名规培生纳入本研究，根据入科先后分为对照组(42名)和观察组(45名)，对照组予以传统教学，观察组予以费曼学习法联合思维导图进行教学。比较两组规培生考核成绩(理论、实践操作及评判思维能力)、自主学习能力及规培医生对教学方法与教师对规培生表现的评价。采用SPSS 22。0软件进行t检验和卡方检验。结果 观察组规培生理论成绩、实践操作及评判思维能力评分[(84。75±6。31)、(82。74±5。95)、(319。84±7。52)]均高于对照组[(73。54±5。67)、(74。22±5。41)、(291。87±5。74)]，差异有统计学意义(P<0。05)。观察组规培生自主学习能力评分(16。08±3。41)高于对照组(13。14±2。57)，差异有统计学意义(P<0。05)。观察组规培生对教学中教学内容、教学方法、教学过程及教学效果满意度(93。33%、95。56%、88。89%、97。78%)高于对照组(73。81%、71。43%、71。43%、76。19%)，差异有统计学意义(P<0。05);观察组教师对规培生基础理论情况、学习态度、解决问题能力、沟通能力表现满意度(91。11%、95。56%、86。67%、97。78%)均高于对照组(69。05%、76。19%、66。67%、80。95%)，差异有统计学意义(P<0。05)。结论 费曼学习法联合思维导图教学在烧伤整形科规培带教中较传统教学优势更大，实践效果更佳，值得进一步推广。
Application of the Feynman learning method combined with mind mapping in the teaching of standardized training students in the department of burn and plastic surgery
Objective To investigate the effect of the Feynman learning method combined with mind mapping in standardized training and teaching in the department of burn and plastic surgery.Methods A total of 87 standardized training residents in Department of Burn and Plastic Surgery from 2022 to 2023 were included in this study,and according to the order of enrollment,they were divided into control group with 42 residents and observation group with 45 residents.The residents in the control group received traditional teaching,while those in the observation group received teaching using the Feynman learning method combined with mind mapping.The two groups were compared in terms of assessment scores(theoretical,practical,and critical thinking abilities),self-learning ability,the evaluation of teaching methods by residents,and the evaluation of the performance of residents by teachers.SPSS 22.0 was used to perform the t-test and the chi-square test.Results Compared with the control group,the observation group had significantly higher scores of theoretical assessment,practical operation,and critical thinking ability[(84.75±6.31),(82.74±5.95),and(319.84±7.52)vs.(73.54±5.67),(74.22±5.41),and(291.87±5.74),P<0.05].The observation group also had a significantly higher score of self-learning ability than the control group[(16.08±3.41)vs.(13.14±2.57),P<0.05].Compared with the control group,the observation group had a significantly higher degree of satisfaction with teaching content,teaching methods,teaching process,and teaching effectiveness(93.33%/95.56%/88.89%/97.78%vs.73.81%/71.43%/71.43%/76.19%,P<0.05),and the teachers of the observation group had a significantly higher degree of satisfaction with the basic theoretical assessment,learning attitude,problem-solving ability,and communication ability of students than those of the control group(91.11%,95.56%,86.67%,and 97.78%vs.69.05%,76.19%,66.67%,and 80.95%,P<0.05).Conclusions The combination of the Feynman learning method and mind mapping teaching has greater advantages and a better practice teaching effect than traditional teaching in the standardized training of burn and plastic surgery,and therefore,it holds promise for further application.

Feynman learning methodMind mappingDepartment of Burn and Plastic SurgeryStandardized trainingClinical teaching

王瑞、贾晶、汤志水、周林、刘文博、左武乾

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西安交通大学第一附属医院整形美容额面外科,西安 710061

费曼学习法 思维导图 烧伤整形科 规范化培训 临床教学

2024

10.3760/cma.j.cn116021-20231229-01903

中华医学教育探索杂志
中华医学会

中华医学教育探索杂志

CSTPCD
影响因子：0.641
ISSN：2095-1485
年,卷(期)：2024.23(12)