Objective　To explore the effect of mind mapping combined with continuous quality improvement in the teaching of interns in gastroenterology department. Methods　The 55 students who interned in the gastroenterology department of our hospital from September 2019 to January 2020 were set as the control group and adopted traditional teaching methods; the other 54 students who interned in the gastroenterology department of our hospital from February 2020 to June 2020 were set as the control group; 55 students who interned in the gastroenterology department of our hospital from July 2020 to November 2020 were set as a combined group

and received mind mapping combined with continuous quality improvement teaching. The gastroenterology knowledge and theory assessment results

practical skills operation assessment results and learning initiative

self-study ability

comprehensive thinking ability

teamwork ability

analysis and problem-solving ability

induction and summary ability and so on were compared between the two groups

and the teaching satisfaction rate at the time of leaving the department were also compared. SPSS 20.0 was used for t test and chi-square test. Results　Before the training

there was no statistically significant difference in the three groups of theoretical assessment scores

practical skills operation assessment scores and various ability scores. When leaving the department

the theoretical assessment scores of the combined group and the mind mapping group were (89.74±4.18) points and (86.52±3.72) points

and the performance evaluation scores of practical skills were (90.04±4.86) points and (87.46±4.52) points

respectively. The theoretical evaluation scores and practical skills evaluation scores of the two groups were higher than those of the control group

and the combined group was higher than the mind mapping group

with statistically significant differences (P<0.05). The scores of various abilities of the combined group and the mind mapping group were higher than those of the control group

and the scores of all indicators in the combined group were higher than those of the mind mapping group

with statistical significance (P<0.05). The total teaching satisfaction of combined group and mind mapping group was higher than that of the control group

and the total teaching satisfaction of the combined group was higher than that of the mind mapping group. Conclusion　Mind mapping combined with continuous quality improvement has a significant effect on the teaching of gastroenterology interns

which can improve students' abilities and the teaching satisfaction.