AIM To explore the application effect of mind mapping combined with CBL in the teaching of cardiovascular disease health risk assessment and intervention.
METHODS Eighty Grade 2018 students majoring in clinical medicine from a medical university were selected as the experiment group and mind mapping combined with case based learning (CBL) teaching mode was adopted, and 131 Grade 2018 students majoring in clinical medicine from the same university were selected as the control group and traditional lectures teaching mode was adopted. The advantages and disadvantages of the two teaching modes were comprehensively compared by in-class test scores and questionnaires.
RESULTS The in-class test scores of the experiment group were higher than those of the control group (P<0.01), and the students of the experiment group were better than their counterparts of the control group in learning interest (P<0.05), basic knowledge learning (P<0.01), ability cultivation of logical thinking and analysis (P<0.01), clinical problems solving (P<0.01), reporting and presenting skills (P<0.01) and teamwork collaboration (P<0.01). The experiment group were more satisfied with teaching effect, teaching quality, learning process, and course evaluation than the control group (all P<0.01).
CONCLUSION Mind mapping combined with CBL teaching mode in the teaching of "cardiovascular disease health risk assessment and intervention" can effectively improve the teaching effect by patching up the shortcomings of the traditional teaching mode, such as students’ lack of motivation, vagueness about the framework of the knowledge points, and insufficient understanding and application.
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