• Zhou-Wei Xu, Na-Na Liu, Jian-Lin Zhang, Xue-Sheng Wu, Jia Chen, Jia-Wei Chang, Bai-Cheng Ding, Yu-Nuo Wu, Jia-Peng Wang, Wei-Dong Chen, and Xing-Yu Wang.
• Department of Emergency Surgery, The First Affiliated Hospital of Anhui Medical University, Hefei, Anhui, P.R. China.
• Medicine (Baltimore). 2022 Sep 23; 101 (38): e30822.

AbstractExplore the feasibility and effectiveness of accepting mind mapping combined with problem-based learning (PBL) teaching method in the standardized training of emergency surgery residents in the multi-disciplinary team (MDT) model of emergency trauma. Eighty-nine doctors under training who rotated in the Department of Emergency Surgery of the First Affiliated Hospital of Anhui Medical University from January 2021 to January 2022 were selected as the study subjects, and randomly divided into a group receiving mind mapping combined with PBL teaching and a group receiving traditional lecture-based learning teaching. Mini-clinical evaluation exercise (Mini-CEX), direct observation of procedural skills (DOPS), teaching adherence, and satisfaction assessments were completed at the time of discharge from the department. There were no significant differences between the observation and control group trainees in terms of gender, age, education, and entry grades. Both groups of doctors were better able to participate in their respective teaching modes and made significant progress. The participants in the observation group had significantly higher Mini-CEX, DOPS, and teaching satisfaction scores than the control group (P < .05). Under the MDT model of emergency trauma, the combination of mind mapping and PBL teaching can improve the comprehensive clinical ability of the trainees more than participating in the traditional lecture-based learning teaching, which is worth promoting and implementing in the clinical standardized training.Copyright © 2022 the Author(s). Published by Wolters Kluwer Health, Inc.

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