ArticleFrontiers in medicine2025
Application of CPBL combined with mind mapping in acute abdomen clinical training to improve post-training competence.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: This thesis explores the application model and impact of CPBL combined with mind mapping teaching method on the job competency of trainees during internships of acute abdomen. Methodology: A total of 216 interns rotating through the emergency surgery department at Anhui Medical University's First Affiliated Hospital from April 2023 to September 2024 were selected as research subjects. They were randomly divided into a CPBL combined with mind mapping teaching group and a traditional lecture-based learning teaching group. During the rotation, they completed Mini-CEX, DOPS, teaching compliance, and satisfaction assessments. Results: There was no significant difference in general information between the control group and the observation group. Both groups of interns demonstrated good cooperation in their respective teaching activities and made significant progress. The observation group scored higher in patient reception and clinical skills operations, and reported higher satisfaction with the teaching. Conclusion: Receiving CPBL combined with mind mapping teaching is more effective in enhancing the job competency of interns in the treatment of acute abdomen compared to traditional lecture-based learning teaching, demonstrating valuable potential for promotion in clinical teaching.
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