【摘要】 目的 探讨应用基于症状的思维导图联合以病例为基础的教学方法(CBL教学法)在急腹症临床实习带教中应用的可行性和效果。方法 选择2021年1月至2022年1月于安徽医科大学第一附属医院急诊外科轮转的127名实习医生作为研究对象，随机分为基于症状的思维导图联合CBL教学组和传统的讲授式查房教学组，出科时分别完成迷你临床演练评估(Mini-CEX)、教学依从性和满意度评测。结果 观察组和对照组学员在性别、年龄、学历和入科成绩上差异无统计学意义，两组学员均能较好地参与各自的教学模式并取得明显进步，其中观察组Mini-CEX和教学满意度评分显著高于对照组(P<0.05)。结论 基于症状的思维导图联合CBL教学比传统的讲授式查房教学更能提升实习医生对急腹症的综合诊治能力，值得在临床实习带教中进行推广并实施。更多还原

【Abstract】 Objective To explore the feasibility and effectiveness of applying symptom-based mind mapping combined with case-based learning(CBL) teaching method in the clinical practice teaching of acute abdomen. Methods One hundred and twenty-seven interns under training who rotated in the Department of Emergency Surgery of the First Affiliated Hospital of Anhui Medical University from January 2021 to January 2022 were selected as the research objects, and were randomly divided into a group receiving symptom-based mind mapping combined with CBL teaching and a group receiving traditional lecture-based learning teaching. Mini-CEX, teaching adherence, and satisfaction assessments were completed at the time of discharge from the department. Results There were no significant differences in terms of gender, age, education, and entry grades between the observation group and the control group. The trainees in two groups were better able to participate in their respective teaching modes and made significant progress. The interns in the observation group had significantly higher Mini-CEX and teaching satisfaction scores than those in the control group(P<0.05). Conclusions The combination of symptom-based mind mapping and CBL teaching can improve the comprehensive ability of diagnosis and treatment of acute abdomen compared with the traditional lecture-based learning teaching, which is worth promoting and implementing in the clinical practice and teaching.更多还原