Turkestani Faisal A, Zipp Genevieve P, Nufaiei Ziyad Al, Zhranei Raid Al, Alhadian Fahad, Hakeem Jameel, Ismaeil Taha, Algarni Saleh S, Al-Ahmari Ayedh D, Homoud Mazen
Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia.
King Abdullah International Medical Research Center, Jeddah, Saudi Arabia.
J Educ Health Promot. 2024 Jul 5;13:198. doi: 10.4103/jehp.jehp_1816_23. eCollection 2024.
The objective of this study was to investigate the use of mind maps as an active teaching strategy to enhance critical thinking skills (CTSs) among respiratory therapy (RT) students in Saudi Arabia.
A total of 86 participants from two RT programs in Saudi Arabian Universities, King Saud bin Abdulaziz University for Health Sciences and The Batterjie Medical College, were randomly assigned to either the mind map group (MMG) or the standard note-taking group (SNTG). With the quasi-experimental design and quantitative method, mean comparisons were made between the groups using an independent -test.
There was no significant change between the pre-SNTG and post-SNTG as measured by the health sciences reasoning test (HSRT) after 15 weeks of standard note-taking (SNT). However, it showed the difference between the pre-MMG and post-MMG ( = .02) as measured by the HSRT after 15 weeks of intervention. There was also a significant change between the post-MMG and SNTG ( = .04) as measured by the HSRT, where the MMG had higher scores. However, the study had limitations, which conceded to the failure of participants in the test and the subjectivity of respondents where they were excluded from the study; also, for generalizability of the result, the study should have been taken beyond Riyadh and Jeddah.
Prior to this study, the effectiveness of mind mapping (MM) in the respiratory discipline has not yet been explored. It found that mind mapping was effective at improving CTS, while SNT was not, as measured by pre- and post-test HSRT scores. This was the first investigation into MM's impact on CTS within respiratory therapy education.
本研究的目的是调查思维导图作为一种主动教学策略，对提高沙特阿拉伯呼吸治疗（RT）专业学生批判性思维技能（CTS）的作用。
沙特阿拉伯两所大学（沙特国王阿卜杜勒阿齐兹健康科学大学和巴特杰医学院）呼吸治疗专业的86名参与者被随机分为思维导图组（MMG）和标准笔记组（SNTG）。采用准实验设计和定量方法，使用独立样本t检验对两组进行均值比较。
在进行15周的标准笔记记录（SNT）后，通过健康科学推理测试（HSRT）测量，SNTG组在记录前后没有显著变化。然而，在进行15周的干预后，通过HSRT测量，MMG组在记录前后显示出差异（P = 0.02）。通过HSRT测量，MMG组和SNTG组在记录后也有显著差异（P = 0.04），MMG组得分更高。然而，该研究存在局限性，包括测试中参与者的失败以及受访者的主观性，这些因素导致部分参与者被排除在研究之外；此外，为了使结果具有普遍性，该研究应在利雅得和吉达以外的地区进行。
在本研究之前，尚未探讨思维导图（MM）在呼吸学科中的有效性。研究发现，通过HSRT测试前后得分测量，思维导图在提高CTS方面有效，而标准笔记记录则无效。这是首次关于MM对呼吸治疗教育中CTS影响的调查。
