Abstract:

Objective　To explore the application effect of mind map in online and offline integrated teaching of pathophysiology.Methods　The students of the Grade 2018 and 2019 majored in basic medical science in Capital Medical University adopted online and offline integrated mode in our study. Among them, the Grade 2018 students were in the control group, while the Grade 2019 students with additional task of mind maps were chosen as the research group. Specifically, students in the research group were required to include the process of mind mapping and revision of the supplemental process during pre-class preview, on-class learning and post-class review.Results　In terms of analysis of regular quiz scores, there was no statistical difference between the two groups. As for analysis of final examination scores, the research group and the control group were compared in terms of choice questions, definition of terms, case analysis and total scores. The scores of definition of terms and case analysis were significantly higher in the research group. As for results of the questionnaire survey, students in the research group believed that drawing mind maps could stimulate their interest in learning, help them memorize and understand knowledge, establish a complete knowledge system, and enhance their logical thinking ability and divergent thinking ability.Conclusion　The use of mind map in online and offline integrated teaching of pathophysiology can not only help students establish a systematic knowledge system and improve their logical thinking ability, but also improve the efficiency of classroom learning and cultivate students' autonomous learning and lifelong learning ability.

Key words:

mind map, online and offline integrated teaching, pathophysiology, autonomous learning ability, post-epidemic era