Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model

Abstract

Explore the feasibility and effectiveness of accepting mind mapping combined with problem-based learning (PBL) teaching method in the standardized training of emergency surgery residents in the multi-disciplinary team (MDT) model of emergency trauma. Eighty-nine doctors under training who rotated in the Department of Emergency Surgery of the First Affiliated Hospital of Anhui Medical University from January 2021 to January 2022 were selected as the study subjects, and randomly divided into a group receiving mind mapping combined with PBL teaching and a group receiving traditional lecture-based learning teaching. Mini-clinical evaluation exercise (Mini-CEX), direct observation of procedural skills (DOPS), teaching adherence, and satisfaction assessments were completed at the time of discharge from the department. There were no significant differences between the observation and control group trainees in terms of gender, age, education, and entry grades. Both groups of doctors were better able to participate in their respective teaching modes and made significant progress. The participants in the observation group had significantly higher Mini-CEX, DOPS, and teaching satisfaction scores than the control group (P < .05). Under the MDT model of emergency trauma, the combination of mind mapping and PBL teaching can improve the comprehensive clinical ability of the trainees more than participating in the traditional lecture-based learning teaching, which is worth promoting and implementing in the clinical standardized training.

Enhancing General Surgery Clerkships: The Application and Value of Standardized Patient-Based Situational Simulation Teaching

“…They have been widely used in clinical internships and have achieved good teaching results [ 18 , 19 ]. The combined application of SPs with other teaching methods, such as PBL, CBL, and mind mapping, has also further improved teaching effectiveness [ 20 , 21 ]. In our CT method practice, we found students inquiries into the medical history of SPs are more systematic and comprehensive, avoiding concerns about patients' concealment of medical history or noncooperation from family members, thereby improving the completeness of students' diagnostic and treatment skills.…”

Application of SPARK teaching in acute abdomen radiography teaching for undergraduate medical students

“…Hu [ 21 ] also affirmed the teaching effect of the combination of above two methods, but he believed that further optimization was needed for wider promotion. Xu [ 22 ] believed that the combination of mind mapping learning method and PBL teaching could improve students' comprehensive clinical ability better than the traditional learning model. Spark teaching mode is an innovative way opened up by our department when exploring the reform of image teaching mode.…”

Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

“…However, problem-based teaching alone will not be able to shape the systematic understanding of learning content among college students [20]. Thus, instructors need to add techniques that can help students visualize abstract problems into concrete ones and simplify complex problems by connecting fragmented knowledge in collaboration, so this technique can be used as an effective tool to support the implementation of the RICOSRE learning model.…”