思维导图辅助PBL教学法在口腔颌面外科临床教学中的应用

doi:10.13591/j.cnki.kqyx.2026.07.009

摘要/Abstract

摘要：

目的探讨思维导图辅助以问题为导向的教学法(problem-based learning,PBL)在口腔颌面外科本科医学生临床教学中的应用效果。方法选择2024年7月—2025年5月在上海市同济口腔医院口腔颌面外科临床实习的48名口腔医学专业本科医学生作为研究对象,随机分为对照组和教改组。以“口腔颌面部肿瘤”章节为教学内容,对照组采用传统授课教学法(lecture-based learning,LBL),教改组采用思维导图辅助的PBL教学法。在医学生临床实习第2周进行第1次迷你临床演练评估(mini-clinical evaluation exercise,Mini-CEX)(指标包括:病史采集、体格检查、人文关怀与医患沟通、临床判断、操作技能、医疗文书、整体能力);第8周进行理论知识考核和第2次Mini-CEX评估。采用IBM SPSS软件对2组医学生的理论知识考核和Mini-CEX评估成绩进行统计分析。收集教改组对教学满意度的调查结果。结果教改组“口腔颌面部肿瘤”章节理论测试成绩显著高于对照组(P<0.001)。第1次Mini-CEX评估成绩中,教改组在病史采集项目的成绩显著高于对照组(P=0.021),其余评估项目2组间差异无统计学意义。第2次Mini-CEX评估成绩中,教改组医学生在病史采集、体格检查、人文关怀与医患沟通、医疗文书及整体能力等5个项目的成绩显著高于对照组(P<0.05)。Mini-CEX评估7~9分为优秀,教改组的优秀率显著高于对照组(P=0.039)。91.30%(21/23)的医学生认为该教学方式有助于提升临床操作能力,提高学习效率。结论思维导图辅助PBL教学法能优化知识结构,显著提高医学生的学习积极性,增强其临床思维和操作能力,值得在口腔颌面外科临床教学中推广和应用。

关键词: PBL教学法, 思维导图, 口腔颌面外科, Mini-CEX, 本科教育

Abstract:

Objective To investigate the application effectiveness of a mind map-assisted problem-based learning (PBL) teaching method in the clinical teaching of undergraduate medical students in oral and maxillofacial surgery. Methods A total of 48 undergraduate stomatology students undergoing clinical clerkship in the Department of Oral and Maxillofacial Surgery at Shanghai Tongji Stomatological Hospital between July 2024 and May 2025 were enrolled as subjects. They were randomly assigned to either a control group or a teaching reform group. Using the chapter Oral and Maxillofacial Tumors as the teaching content, the control group received traditional lecture-based learning (LBL), while the teaching reform group received mind map-assisted PBL. The first mini-clinical evaluation exercise (Mini-CEX) assessment was conducted during the second week of the clerkship, evaluating seven indicators: history taking, physical examination, humanistic care and doctor-patient communication, clinical interpretation, procedural skills, medical documentation, and overall competence. Theoretical knowledge assessment and the second Mini-CEX assessment were performed during the eighth week. The survey on teaching satisfaction was conducted in the teaching reform group. Results The theoretical test scores for the Oral and Maxillofacial Tumors chapter were significantly higher in the teaching reform group compared to the control group (P<0.001). In the first Mini-CEX assessment, the teaching reform group scored significantly higher than the control group in history taking (P=0.021); no significant differences were observed between the two groups for the remaining assessment items. In the second Mini-CEX assessment, the teaching reform group scored significantly higher than the control group in five items: history taking, physical examination, humanistic care and doctor-patient communication, medical documentation, and overall competence (P<0.05). A Mini-CEX score of 7 to 9 is considered excellent. The rate of excellence was also significantly higher in the teaching reform group. 91.30% (21/23) of the medical students believed that this teaching method was helpful in enhancing their clinical operation skills and improving their learning efficiency. Conclusion The mind map-assisted PBL teaching method optimizes knowledge structure, significantly enhances students’ learning motivation, and improves their clinical reasoning and operational skills. It is worthy of promotion and application in the clinical teaching of oral and maxillofacial surgery.

Key words: problem-based learning (PBL), mind map, oral and maxillofacial surgery, Mini-CEX, undergraduate education

中图分类号:

R78
G642

李功臣, 王璨, 周杨一帆, 张雪明, 康非吾. 思维导图辅助PBL教学法在口腔颌面外科临床教学中的应用[J]. 口腔医学, 2026, 46(7): 542-548.

LI Gongchen, WANG Can, ZHOU Yangyifan, ZHANG Xueming, KANG Feiwu. Application of mind map-assisted PBL teaching method in clinical teaching of oral and maxillofacial surgery[J]. Stomatology, 2026, 46(7): 542-548.

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评估项目	对照组	教改组	t	P
病史采集	4.20±0.71	4.91±1.24	2.42	0.021
体格检查	5.08±1.08	4.78±0.90	1.03	0.307
人文关怀与医患沟通	6.04±0.68	6.04±0.71	0.02	0.986
临床判断	6.04±0.68	5.91±1.04	0.51	0.616
操作技能	4.76±0.83	4.87±0.87	0.45	0.657
医疗文书	3.92±0.70	3.91±0.73	0.03	0.973
整体能力	4.64±0.95	4.74±0.75	0.40	0.693

评估项目	对照组	教改组	t	P
病史采集	5.36±0.95	6.17±0.89	3.06	0.004
体格检查	5.48±0.92	7.26±0.96	6.55	<0.001
人文关怀与医患沟通	7.08±0.70	7.74±0.54	3.62	<0.001
临床判断	7.04±0.98	7.04±0.71	0.01	0.989
操作技能	6.04±1.06	6.09±0.85	0.17	0.867
医疗文书	6.17±0.89	6.76±0.93	2.24	0.030
整体能力	5.76±1.05	6.22±0.60	2.58	0.013

组别	合格	优秀
对照组	23(92.00)	1(4.00)
教改组	23(100.00)	7(30.43)
χ²	-	4.27
P	0.490	0.039