Abstract:
AIM To explore the effects of mindmap in problem based learning (PBL) on the teaching of Organ System Basis for undergraduates.
METHODS Four PBL classes of five-year clinical undergraduates were randomly divided into two experimental groups and two control groups. The mindmap was used in the experimental groups, while the conventional PBL was used in control groups. The four groups of students were surveyed by questionnaires and the final examination results of the course of Organ System Basis - Pathophysiology were evaluated.
RESULTS The learning interest, in-class mutual evaluation, ability to solve problems, ability to retrieve literature, team cooperation and final examination results in experimental groups were significantly better than those in the control groups.
CONCLUSION The application of mindmap in PBL of Basic Organ Systems helps students enhance their study ability and further promote their performance in theory courses.
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