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.

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.