Ying Guo, Jianping Xie, Haiyun Luo, Xia Li, Jianyu Yang, Qun Xuan, Jianyun Yu
School of Basic Medical Sciences, Kunming Medical University, Kunming, Yunnan, China.
Library, Yunnan Minzu University, Kunming, Yunnan, China.
J Coll Physicians Surg Pak. 2017 Jul;27(7):404-408.
To determine whether students using mind maps would improve their performance in a final examination at the end of lecture-based pharmacology course.
Aquasi-experimental study.
Kunming Medical University, from September 2014 to January 2015.
One hundred and twenty-two (122) third year undergraduate medical students, starting a 48-hour lecturebased pharmacology course, volunteered to use mind maps as one of their study strategies (intervention group), while the remaining 100 students in the class continued to use their usual study strategies (control group) over the duration of the course. The performance of both groups in the final course examination was compared. Students in the intervention group also completed a questionnaire on the usefulness of mind maps during the course and in preparation for the final examination.
The students' performance of intervention group was superior to performance of the control group in all parts of a multi-modal final examination. For the multiple choice questions and comprehensive scores, average marks of 45.97 ±7.22 and 68.07 ±12.77, respectively were acquired by the control group, and 51.77 ±4.95 (p<0.01) and 80.05 ±7.54 (p<0.01), respectively by the intervention group. The median IQR scores for "filling in the blanks" questions, short answers questions and case analyses, were 6.00 (6.00), 8.00 (3.50), 8.75 (5.88), respectively for the control group, and were all significantly higher at 8.00 (4.00) (p=0.024), 10.00 (2.00) (p<0.001), and 11.00 (3.25) (p=0.002), respectively for the interventiongroup. Questionnaire responses showed that 95.45% thought that mind maps helped them to prepare more efficiently for the final exam; 90.91% believed that mind maps helped them to better understand all of pharmacology. Ninety-one percent also thought that mind maps would help them to better understand other disciplines, and 86.36% students would like the lecturers to utilize mind mapping as an alternative to conventional teaching formats, such as the use of Power Point.
The addition of mind maps to students' study of pharmacology at Kunming Medical University improved their performance in all aspects of a multi-modal final examination.
确定使用思维导图的学生在基于讲座的药理学课程结束时的期末考试中成绩是否会提高。
一项准实验研究。
昆明医科大学，2014年9月至2015年1月。
122名三年级医学本科生开始了为期48小时的基于讲座的药理学课程，他们自愿将思维导图作为学习策略之一（干预组），而班级中其余100名学生在课程期间继续使用他们常用的学习策略（对照组）。比较了两组在课程期末考试中的表现。干预组的学生还完成了一份关于思维导图在课程期间和期末考试准备中的有用性的问卷。
在多模式期末考试的所有部分中，干预组学生的表现均优于对照组。对于多项选择题和综合成绩，对照组的平均分数分别为45.97±7.22和68.07±12.77，干预组分别为51.77±4.95（p<0.01）和80.05±7.54（p<0.01）。对照组“填空”题、简答题和病例分析的中位数IQR分数分别为6.00（6.00）、8.00（3.50）、8.75（5.88），干预组在这些题目上的分数均显著更高，分别为8.00（4.00）（p=0.024）、10.00（2.00）（p<0.001）和11.00（3.25）（p=0.002）。问卷调查结果显示，95.45%的学生认为思维导图有助于他们更高效地准备期末考试；90.91%的学生认为思维导图有助于他们更好地理解整个药理学。91%的学生还认为思维导图有助于他们更好地理解其他学科，86.36%的学生希望讲师使用思维导图作为传统教学形式（如使用PowerPoint）的替代方法。
在昆明医科大学学生的药理学学习中增加思维导图，提高了他们在多模式期末考试各方面的表现。
