| 基金项目:国家自然科学基金(82000464，81770482) |
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| 摘要点击次数: 154 |
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| 中文摘要: |
| 目的 探讨基于思维导图的主动学习模式在重大灾害卫勤保障教学中应用的效果和价值。方法 采用随机数字表法选取海军军医大学2016级临床医学本科生90名学生作为研究对象，将其分为观察组和对照组。对照组45名学生采用传统的教学模式，观察组45名学生采用基于思维导图的主动学习模式进行重大灾害救援卫勤保障教学。两组教学课时数均为12学时，比较两组学生在教学后的重大灾害救援卫勤保障知识理论考试及实践技能操作成绩，并调查学生对基于思维导图的教学模式在重大灾害救援卫勤保障教学应用中的满意度。采用EmpowerStats（易侕统计）与R软件进行t检验和卡方检验。结果 观察组男24名、女21名，年龄（21.40±0.69）岁；对照组男22名、女23名，年龄（21.71±0.55）岁。观察组理论成绩（91.38±4.37）高于对照组（84.91±3.98）（P <0.001）；观察组实践技能成绩（92.98±3.24）高于对照组（87.38±3.80）（P <0.001）。同时，观察组学生对教学效果的满意度为82.2%（37/45），高于对照组的37.8%（17/45）。结论 基于思维导图的主动学习侧重于培养学生的自主学习、互动探索及临床思维能力，在重大灾害卫勤保障教学中有广泛的应用前景。 |
| 英文摘要: |
| Objective To explore the effect and value of the active learning mode based on mind mapping in the teaching of medical service support for major disasters. Methods A total of 90 undergraduate students of 2016 Clinical Medicine of Naval Medical University were randomly selected as research objects, and they were randomly divided into observation group and control group. The 45 students in the control group used the traditional teaching mode, and the 45 students in the observation group used the mind mapping-based active learning mode for major disaster rescue and medical survice. The teaching time of the two groups was 12 h. The theoretical examination of knowledge and practical skills of the two groups of students were compared after teaching, and the students' satisfaction with the application of mind mapping-based teaching model in the teaching of medical service support for major disaster rescue was investigated. EmpowerStats and R softwares were used for t test and Chi-square test. Results There were 24 males and 21 females in the observation group, with an average age of (21.40±0.69) years old. There were 22 males and 23 females, with an average age of (21.71±0.55) years old. The theoretical performance of the observation group (91.38±4.37) was significantly higher than that of the control group (84.91±3.98) (P<0.001), and the practical skill performance of the observation group (92.98±3.24) was significantly higher than that of the control group (87.38±3.80) (P<0.001). At the same time, the students' satisfaction with teaching effect in the observation group was 82.2% (37/45), which was significantly higher than that in the control group (37.8%, 17/45). Conclusion The active learning mode based on mind mapping focuses on cultivating students' independent learning, interactive exploration and clinical thinking ability, and has a broad application prospect in the teaching of medical service support for major disasters. |
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