Study on Application of Mind Map in the Teaching of Orthopedics & Traumatology of TCM for Non-bone Injury Major

ZHOU (Hubei Abstract: Guang-wen, University To of explore XIANG Chinese Nan*, the Medicine, role PENG of Wuhan mind Rui, XIONG 430065, mapping Yong, China) in improving ZHOU Xiao-hong, the teaching FU Yi-meng effect of Orthopedics & Traumatology of TCM for non-bone injury major. Two clinical classes of integrated traditional Chinese and Western medicine in grade 2015 were randomly divided into control group and experimental group. The contents of “tendons” in the teaching contents were selected and different teaching methods were adopted. Teachers in the control group used the traditional teaching method through multimedia, blackboard writing and other forms to lead students to review the diseases related to low back pain, to diagnose and differentiate the

diseases. Subsequently, students were required to learn and summarize the diseases related to knee joint injury by themselves, and there was no limit to the methods. Teachers in the experimental group used mind mapping teaching method. Teachers showed the thinking process of diagnosing and differentiating lumbago-related diseases by drawing mind mapping. Then students were asked to learn and summarize the diseases related to knee joint injury by themselves, and make mind mapping to submit homework. The teaching effect was evaluated through satisfaction questionnaire and final examination results. The results of questionnaire survey showed that the satisfaction of students in the experimental group to teaching effect was significantly higher than that of the control group in improving students’ ability to master the knowledge of Orthopedics & Traumatology of TCM, strengthening the ability of combining theory with practice, analyzing and solving clinical cases, cultivating clinical thinking ability, improving induction and summary ability, realizing individualized learning and cultivating self-learning ( P＜ 0.05 or P＜ 0.01). There are no obvious advantages in stimulating learning interest, improving interpersonal communication ability and innovative ability. The final examination scores of the experimental group (87.04±7.77) were higher than those of the control group (82.21±9.48). Mind mapping teaching mode can stimulate students’ clinical thinking and self-learning ability, and is conducive to improving the teaching effect of Orthopedics & Traumatology of TCM for non-bone injury major, which is worth popularizing and applying.

Key words: mind mapping; Orthopedics & Traumatology of TCM; teaching method