College of Dentistry, University of Saskatchewan, Saskatoon, SK, Canada.
Department of Preventive and Restorative Dental Sciences, School of Dentistry, University of California San Francisco, San Francisco, CA, USA.
J Dent Educ. 2021 May;85(5):623-633. doi: 10.1002/jdd.12510. Epub 2020 Dec 17.
PURPOSE/OBJECTIVES: (1) to assess the ability of dental students to use mind maps to express the relationships of endodontic theory and technique; (2) to explore features illustrated from the highest- and lowest-graded mind maps; and (3) to evaluate improvements in successive mind maps from the same student.
A total of 31 second-year students were asked to configure a mind map on root canal cleaning-shaping and then 18 weeks later develop a second mind map on root canal obturation. Faculty visually analyzed the mind maps using a qualitative approach: a multilayered process of thematic analysis. Codes and themes were generated to investigate if students were able to express appropriate and evidence-based ideas on the topics (accuracy of relationships and depth of information presented). Two of the highest- and 2 of the lowest-graded mind maps for each activity were directly compared. Improvement by the same student from the first to second mind map was also evaluated based on trend/style and creativity.
The majority of the students accurately expressed the scientific basis for root canal cleaning-shaping and obturation. The highest-graded mind maps displayed the biomedical and humanistic conceptions of critical thinking. In comparing the second mind map to the first, nearly 50% of the students incorporated more detail and artistic expression in the second map.
using mind maps in dental education can benefit students with different learning styles and help the instructor to identify the level of conceptualization that the student had developed about a topic.
目的/目标：(1)评估牙科学生运用思维导图表达牙髓理论和技术关系的能力；(2)探索从最高和最低评分的思维导图中体现的特征；(3)评估同一学生连续的思维导图的改进情况。
要求 31 名二年级学生制作根管清洁-成形的思维导图，然后在 18 周后制作根管封闭的第二张思维导图。教师使用定性方法(多层次主题分析过程)对思维导图进行视觉分析。生成代码和主题，以调查学生是否能够在主题上表达适当和基于证据的观点(关系的准确性和呈现信息的深度)。直接比较了每次活动中评分最高和最低的思维导图各 2 个。还根据趋势/风格和创造力评估了同一学生从第一张思维导图到第二张思维导图的改进情况。
大多数学生准确地表达了根管清洁-成形和封闭的科学依据。评分最高的思维导图展示了批判性思维的生物医学和人文观念。在将第二张思维导图与第一张进行比较时，近 50%的学生在第二张图中加入了更多的细节和艺术表达。
在牙科学教育中使用思维导图可以使具有不同学习风格的学生受益，并帮助教师识别学生对某一主题的概念化程度。
