Application of Neurointerventional Vascular Model Combined with Mind Map in Cerebral Angiography Teaching

Objective To explore the application value of neurointerventional vascular model combined with mind map in cerebral angiography teaching, and to provide evidence for optimizing neurointerventional teaching models. Methods Eighty-four clinical medical students without neurointerventional clinical experience were randomly divided into three groups: control group, mind map group (MM group), and vascular model + mind map group (VM + MM group), with 28 students in each group. The control group adopted the traditional teaching method combining theoretical lectures and video demonstrations; the MM group added mind map-assisted teaching on the basis of traditional teaching; the VM + MM group adopted the teaching model combining vascular model operation and mind map-based knowledge system construction. After the teaching, the teaching effect was evaluated through theoretical assessment, operational skill assessment, clinical thinking scoring, and teaching satisfaction questionnaire, and statistical analysis was performed using SPSS 26.0. Results The theoretical assessment score (89.64 ± 4.28), operational skill score (90.17 ± 3.85), clinical thinking score (88.93 ± 4.12), and teaching satisfaction rate (96.43%) of the VM + MM group were significantly higher than those of the MM group [(82.31 ± 5.16), (81.54 ± 4.72), (80.26 ± 4.58), 82.14%] and the control group [(75.42 ± 6.33), (73.29 ± 5.26), (72.85 ± 5.03), 67.86%], with statistically significant differences (P < 0.05). All indicators of the MM group were superior to those of the control group, and the differences were also statistically significant (P < 0.05). Conclusion In this single-center controlled trial, the teaching model combining neurointerventional vascular model and mind map significantly improved the short-term learning outcomes (theoretical mastery, simulated operational skills, and clinical thinking) of cerebral angiography teaching for novice clinical medical students without neurointerventional experience, and showed more advantages than single teaching methods. This model has potential as an optimized teaching approach for neurointerventional novice training, but its generalizability requires further verification by multi-center and long-term follow-up studies.