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