Application of mind mapping combined with case-based learning in cardiovascular imaging teaching

  AIM  To explore the application value of mind mapping combined with case-based learning (CBL) teaching method in cardiovascular imaging teaching.

  METHODS  One hundred and twenty clinical medicine undergraduates in our school were included in this research and they were randomly divided into two groups in the study of cardiovascular imaging diagnosis. The traditional mode was used in the control group, while the mode of mind mapping combined with CBL was used in the experimental group. At the end of the teaching, the teaching effect was evaluated comprehensively in the form of theoretical knowledge assessment, clinical skill assessment and questionnaire survey.

  RESULTS  The theoretical score, skill test score and "satisfaction degree" in the experimental group were all significantly higher than those in the control group (P<0.05). Most students(over 93%) in the experimental group held that the mode of mind mapping combined with CBL was good for learning interest, understanding and memory and clinical thinking, and they were for this teaching mode in future.

  CONCLUSION  The mode of "mind mapping" combined with CBL significantly improves the teaching effect of cardiovascular imaging and enhancing students’ subjective initiative and participation awareness.