The role of creative mind mapping combined with PBL in the teaching of standardized residency training of oncologists
10.3760/cma.j.cn116021-20201029-00930
- VernacularTitle:创造性思维导图结合PBL在肿瘤科规培医师带教中的作用探讨
- Author:
Jingdong LI
1
;
Xin WANG
;
Weihong GONG
;
Yaoxia WANG
Author Information
1. 山东大学附属临沂市人民医院肿瘤科，临沂 276000
- Keywords:
Creative mind mapping;
Problem-based learning;
Oncology;
Resident
- From:
Chinese Journal of Medical Education Research
2022;21(7):901-905
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the role of creative mind mapping combined with problem-based learning (PBL) in the teaching of standardized residency training of oncologists.Methods:A total of 37 doctors who were trained in the Department of Oncology of Linyi People's Hospital Affiliated to Shandong University from July 2018 to June 2019 were included in the control group, receiving traditional clinical teaching; 39 doctors who were trained from July 2019 to June 2020 were included in the observation group, having creative mind mapping combined with PBL teaching. The two groups were compared with each other in terms of the examination scores (theoretical and practical operation), each dimensional scores and the total score of the Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV) before and after teaching, clinical quality and teaching satisfaction. SPSS 22.0 was used for t test, chi-square test and Z test. Results:There was no statistically significant difference in the scores of theoretical knowledge and operational skills between the two groups before the regular training. After the training, the scores of theoretical knowledge and operational skills of the observation group were both higher than those of the control group [(93.42±4.21) vs. (86.58±5.32), (92.81±4.39) vs. (87.96±5.89), ( P<0.05)]. There was no significant difference between the scores of all dimensions of the CTDI-CV and the total scores of the two groups before the training ( P>0.05). After the training, the scores of the two groups were both improved, and the improvement of the observation group was more significant ( P<0.05). After the training, the scores of the doctors in the observation group on expression and communication ability, humanistic care and literacy, inductive analysis ability, clinical work adaptability, contingency handling ability, hands-on ability, and autonomous learning ability were significantly higher than those of doctors in the control group ( P<0.05). After the training, the total satisfaction of the doctors in the observation group was higher than that in the control group [97.44% (38/39) vs. 81.08% (30/37)], and the difference was statistically significant ( P<0.05). Conclusion:The application of creative mind mapping combined with PBL in the teaching of standardized residency training of oncologists can significantly improve the learning effect of the training doctors, improve their critical thinking ability and clinical comprehensive ability, and can also improve their total satisfaction with teaching.
