【摘要】 目的 探讨思维导图联合CBL教学模式在麻醉学本科生临床麻醉学实验课教学中的应用价值。方法选取潍坊医学院2017级麻醉学专业2班本科生59人，2018级麻醉学专业2班本科生45人为研究对象，2018级麻醉学专业2班为试验组，2017级麻醉学专业2班为对照组，以《临床麻醉学》中臂丛神经阻滞实验课为例，试验组学生采用思维导图+CBL教学模式，对照组采用传统教学模式，课程结束后进行理论知识要点的书面考试、臂丛神经阻滞技能操作考试、采用调查问卷的形式对学生进行教学满意度评估。对比分析两组学生考试成绩（包括理论知识要点考试和臂丛神经阻滞技能操作考试）、教学满意度情况。结果 试验组的考试成绩、教学满意度均高于对照组，差异均有统计学意义（P <0.01）。结论 思维导图联合CBL教学模式可以显著地提高麻醉学实验课的教学质量，有利于提高教学满意度。更多还原

【Abstract】 Objective To explore the application value of mind mapping combined with CBL teaching mode in the teaching of clinical anesthesiology experiment courses for undergraduates of anesthesiology. Methods 59undergraduates from class 2 of anesthesiology in 2017 and 45 undergraduates in class 2 of anesthesiology in 2018 from Weifang Medical University were selected as the research objects. Class 2 of anesthesiology in 2018was selected as the experimental group. In the control group, taking the experimental course of brachial plexus block in "Clinical Anesthesiology" as an example, the students in the experimental group adopted the teaching mode of mind map + CBL, and the students in the control group adopted the traditional teaching mode. Brachial plexus block skill operation test and questionnaires were used to evaluate students’ teaching satisfaction. The test scores(including the test of theoretical knowledge points and the test of brachial plexus block skills operation)and teaching satisfaction of the two groups of students were compared and analyzed. Results The test scores and teaching satisfaction of the experimental group were higher than those of the control group, and the differences were statistically significant(P<0.01). Conclusion Mind mapping combined with CBL teaching mode can significantly improve the teaching quality of anesthesiology experimental courses, and is conducive to improving teaching satisfaction.更多还原