The value of the learning curve assessment with mind mapping-simulator teaching based on CES in undergraduate cardiac ultrasound education

Li Yilin; Zhou Xinyu; Lu Cuihong; Guo Xianfeng

doi:10.3760/cma.j.cn116021-20250411-02159

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The value of the learning curve assessment with mind mapping-simulator teaching based on CES in undergraduate cardiac ultrasound education

Clinical Teaching | 更新时间：2026-02-26

- The value of the learning curve assessment with mind mapping-simulator teaching based on CES in undergraduate cardiac ultrasound education
- Chinese Journal of Medical Education Research Vol. 25, Issue 2, Pages: 206-211(2026)
- 作者机构：
  
  1.上海中医药大学附属第七人民医院麻醉科，上海 200137
  2.上海中医药大学附属第七人民医院超声医学科，上海 200137
- 作者简介：
  
  Guo Xianfeng, Email: lovelovetime@163.com
- 基金信息：
  
  The 24th Curriculum Construction Project of Shanghai University of Traditional Chinese Medicine(KECJ2025162);The Academic Leaders Training Program of Shanghai Pudong New Area Health Commission(PWRd2024-09);Talents Training Program of the Seventh People's Hospital, Shanghai University of Traditional Chinese Medicine(QMX2022-03)
- DOI：10.3760/cma.j.cn116021-20250411-02159
  CLC： R4;G642
- Received：11 April 2025，
  
  Published：20 February 2026
- 稿件说明：
移动端阅览
李益林, 周心雨, 陆翠红, 等. 学习曲线评估基于CES的图模结合教学在本科生心脏超声教学中的价值[J]. 中华医学教育探索杂志, 2026, 25(2): 206-211.

Li Yilin, Zhou Xinyu, Lu Cuihong, et al. The value of the learning curve assessment with mind mapping-simulator teaching based on CES in undergraduate cardiac ultrasound education[J]. Chinese Journal of Medical Education Research, 2026, 25(2): 206-211.
李益林, 周心雨, 陆翠红, 等. 学习曲线评估基于CES的图模结合教学在本科生心脏超声教学中的价值[J]. 中华医学教育探索杂志, 2026, 25(2): 206-211. DOI： 10.3760/cma.j.cn116021-20250411-02159.

Li Yilin, Zhou Xinyu, Lu Cuihong, et al. The value of the learning curve assessment with mind mapping-simulator teaching based on CES in undergraduate cardiac ultrasound education[J]. Chinese Journal of Medical Education Research, 2026, 25(2): 206-211. DOI： 10.3760/cma.j.cn116021-20250411-02159.

摘要

目的

探讨基于CES（合作、体验、情景化）的图模结合教学在本科生心脏超声操作培训中的应用效果，并运用学习曲线量化评价教学价值。

方法

选取2022年1月至2025年10月在上海市第七人民医院实习的30名本科生，随机分为试验组和对照组，每组15名。试验组采用图模结合教学，对照组采用传统教学，教学周期均为3个月。比较2组二维成像、多普勒成像、M型成像及总操作时间和理论考试成绩，采用累积和分析法绘制学习曲线，并通过问卷调查评估学习体验。

结果

试验组在二维成像及测量时间[5.00（5.00，6.00） min vs. 6.00（5.00，7.00） min

]

、多普勒成像及测量时间[1.00（1.00，2.00） min vs. 2.00（2.00，2.00） min

]

、M型成像及测量时间[3.00（3.00，4.00） min vs. 4.00（4.00，5.00） min

]

及心脏超声总实践操作时间[（10.07±1.16） min vs.（12.40±1.72） min

]

方面均短于对照组（

0.05），理论考核成绩高于对照组[（88.27±2.31）分 vs.（85.80±3.34）分，

0.05

]

。学习曲线显示试验组在第38例进入熟练掌握阶段，早于对照组（第47例）。问卷调查显示试验组主动学习能力等6个方面均高于对照组（

0.05）。

结论

基于CES的图模结合教学可有效缩短学习曲线，提升本科生心脏超声操作技能和理论水平，增强学习主动性和满意度，值得推广。

Abstract

Objective

To investigate the effectiveness of mind mapping-simulator teaching based on CES (Collaborative Experiential Situational teaching) in training undergraduate students in cardiac ultrasound operation and to quantitatively evaluate its teaching value using learning curves.

Methods

A total of 30 undergraduate students who practiced in the department of ultrasound medicine from January 2022 to October 2025 were randomly assigned to an experimental group (

=15) or a control group (

=15). The experimental group received mind mapping-simulator teaching

while the control group received traditional teaching. Both groups underwent a 3-month training program. Two-dimensional imaging

Doppler imaging

M-mode imaging

total operation time

and theoretical examination scores were

compared between groups. Learning curves were plotted using cumulative sum analysis (CUSUM)

and a questionnaire survey was used to assess learning experience.

Results

The experimental group had significantly shorter two-dimensional imaging time[5.00(5.00

6.00) min vs. 6.00(5.00

7.00) min

]

Doppler imaging time [1.00(1.00

2.00) min vs. 2.00(2.00

2.00) min

]

M-mode imaging time [3.00(3.00

4.00) min vs. 4.00(4.00

5.00) min

]

and total operation time [(10.07±1.16) min vs.(12.40±1.72) min

]

compared with the control group (all

0.05). Theoretical examination scores were significantly higher in the experimental group (88.27±2.31 vs. 85.80±3.34

0.05). Learning curve analysis showed that the experimental group reached the proficiency stage at the 38th case

earlier than the control group (47th case). Questionnaire results revealed significantly higher scores in six domains

including active learning ability

in the experimental group (all

0.05).

Conclusions

Mind mapping-simulator teaching based on CES can effectively shorten the learning curve

improve cardiac ultrasound operational skills and theoretical knowledge

and enhance students' initiative and satisfaction

making it worthy of wider application.

关键词

Keywords

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