Abstract: Objective    To explore the role of mind mapping in cultivating clinical thinking ability in teaching ward rounds of oral and maxillofacial surgery. Methods    Totally 34 oral residents trained in the stomatological ward from July 2020 to June 2021 were chosen as the research subjects，including 12 residents from the class of 2019 and 22 from the class of 2020. The residents of each grade were randomly divided into 2 groups and then combined into an experimental group and a control group，17 in each group. During the preparation of teaching ward rounds of oral and maxillofacial surgery，the experimental group was given mind mapping in the preview thinking questions，while the control group was given preview thinking questions only. Residents′ self-evaluation（Clinical Thinking Ability Evaluation Form），clinical teachers′ evaluation（Clinical Thinking Ability PTA Form）and graduation examination results were applied to evaluate the clinical thinking ability of the two groups. At the same time，questionnaires answered by the experimental group were used to investigate the evaluation of mind mapping-based teaching ward rounds. Results    The self-evaluation scores of the residents in the experimental group was higher than that of the residents in the control group in terms of systematic thinking ability，basic and clinical knowledge mastery，medical history collection，medical history classification，disease information sorting and disease divergence analysis，and the differences were statistically significant（P < 0.05）. There was no significant difference between the two groups in the overall self-evaluation of critical thinking ability or evidence-based thinking ability（P > 0.05）. In terms of systematic thinking ability and logical thinking ability，clinical teachers rated higher scores to residents in experimental group than that in control group，and the differences were statistically significant（P < 0.05）. The scores of A3/A4 questions in the experimental group were significantly higher than those in the control group（P < 0.05） in the graduation examination. Meanwhile，more than 80% of the subjects believed that this teaching method could promote preview of teaching ward rounds，cultivate the ability to analyze and solve practical problems，and improve the ability to apply knowledge. Less than 30% trainees in the experimental group acknowledged to such aspects as the promotion of communication among trainees，mutual teaching and learning sa well as improvement in the ability to consult reference materials. Conclusion    Mind mapping can be used as an auxiliary tool to improve the clinical thinking ability of resident trainees in the course of oral and maxillofacial surgery teaching rounds，and can improve the best multiple choice results of case groups. However，it needs to be improved in promoting the communication among residents and improving the ability to access data，and to be widely applied in teaching.

Key words: mind mapping, teaching ward rounds, resident, clinical thinking ability, oral and maxillofacial surgery

摘要： 目的    探讨思维导图在口腔颌面外科教学查房课程中对临床思维能力培养的作用。方法    选取2020年7月至2021年6月在华中科技大学同济医学院附属协和医院参加口腔颌面外科病房住院医师规范化培训（以下简称“住培”）学员34名，其中包括2019级学员12名，2020级学员22名；将各年级学员随机分成2组后再合并成研究组和对照组，每组各17名。对照组采取传统教学查房，研究组在口腔颌面外科教学查房课前预习时额外给予思维导图。通过学员自评（临床思维能力评价量表）、带教老师测评［临床思维能力基本要素特征分析法（primary trait analysis，PTA）量表］和出科理论考试成绩三方面对2组学员进行临床思维能力评价。采用问卷调查研究组学员对思维导图辅助教学查房教学法的评价。结果    研究组学员在系统性思维能力方面的整体自我评分，以及在基础与临床知识掌握程度、病史采集、病史归类、病情信息整理、病情发散分析项目自我评分高于对照组学员，差异均有统计学意义（均P < 0.05）。而2组学员在批判性思维能力及循证思维能力方面的的整体自我评分比较，差异均无统计学意义（均P > 0.05）。在系统性思维能力和逻辑性思维能力方面，带教老师对研究组学员的评分高于对照组学员，差异均有统计学意义（均P < 0.05）。在出科理论考试成绩方面，研究组学员仅在A3/A4型的得分高于对照组学员，差异有统计学意义（P < 0.05）。80%以上的研究组学员认为该教学法能促进课前预习、培养分析和解决实际问题及提高应用知识的能力，而小于30%的研究组学员在促进与同学之间的沟通及同学间互教互学、提高查阅资料能力方面予以认可。结论    思维导图可作为辅助工具在口腔颌面外科教学查房课程中提高住培学员的临床思维能力，且能提高病例组型最佳选择题成绩，但需要在促进学员间的沟通及提高查阅资料能力方面予以完善，而后建议在教学中广泛应用。

关键词: 思维导图, 教学查房, 住院医师, 临床思维能力, 口腔颌面外科