The effectiveness of the combined mind mapping and problem-based learning method in the clinical practical teaching of ectopic pregnancy

The aim of this study is to explore the effectiveness of combining mind mapping and problem-based learning (MBL) in clinical teaching of ectopic pregnanancy. Fifth-year students were randomly assigned into either the MBL group or the traditional group. All participants received theory tests before and after the course. After the end of the course, both groups of students were required to complete a comprehensive anonymous survey, focusing on the evaluation of teaching methods.There were no significant differences in pre-course basic knowledge and case analysis scores between the 2 groups (P > 0.05). The post-course basic knowledge and case analysis scores in the MBL group were significantly higher than that in the traditional group. The scores for learning motivation, knowledge and understanding, student-teacher interaction, communication skills, clinical practical skills, self-learning skills, teamwork skills, knowledge absorption, as well as satisfaction with the course in the MBL group were significantly higher than that in the traditional group (P <0.05 for all). The students learning ectopic pregnancy with the MBL teaching method exhibited better acquisition of basic knowledge and higher competence in case analysis compared with those learning ectopic pregnancy with the traditional teaching methods.