【摘要】 目的 评价思维导图联合PBL法在中医急症学临床教学病例讨论中的应用效果。方法 选取2019年4月—2020年12月在广州中医药大学第一附属医院急诊病区实习的78名研究生为研究对象，按照随机数字表法分为2组，每组39名。对照组行PBL教学方式，实验组以思维导图联合PBL方法，观察2组在整个教学过程中的教学效果。结果 2组在性别、年龄及入科考核方面组间比较差异无统计学意义(P>0.05)。在教学结束后，实验组在学习态度、学习能力、中医思维培养及团队协作方面的评分均高于对照组，组间差异具有统计学意义(P<0.05)。培训结束后实验组在理论测试方面成绩高于对照组，而操作技能方面组间比较差异无统计学意义(P>0.05)。结论 思维导图联合PBL法可提高学生在教学病例讨论中的参与度和讨论效果，提高了教学质量，值得在临床推广应用。更多还原

【Abstract】 Objective To evaluate the application effect of mind mapping and PBL in clinical case discussion for traditional Chinese medicine emergency. Methods A total of 78 postgraduates who practiced in the emergency ward of the First Affiliated Hospital of Guangzhou University of Chinese Medicine from April 2019 to December 2020 were selected as the research subjects. They were randomly divided into 2 groups. The control group followed the PBL teaching method, and the experimental group used mind mapping combined with the PBL method. The teaching effect of the two groups in the entire teaching process was observed. Results There was no significant difference in gender, age and entrance examination between the two groups(P>0.05). After the teaching, the scores of the experimental group in learning attitude, learning ability, traditional Chinese medicine thinking cultivation and teamwork were higher than those of the control group, and there had statistically significant differences(P<0.05). After the training, the experimental group was higher in theoretical test than the control group, while there was no statistical difference in operational skills between the groups(P> 0.05). Conclusion The mind mapping combined with PBL method can improve students’ participation and discussion effect in the clinical case discussion, which is worthy of clinical application.更多还原