Abstract: Objective To explore the effect of auxiliary mind mapping teaching method in pathophysiology teaching. Methods Taking the class as a unit, the students of clinical medicine were selected randomly. Out of them, the traditional teaching method was used in the control group, while the experimental group assisted the teaching of mind mapping on the traditional basis. At the end of the course, a questionnaire survey was conducted on the teaching effectiveness. Results The understanding ability, learning efficiency, initiative, satisfaction, knowledge structure clarity, mastery ability and the divergent thinking ability of the students in the experimental group were significantly better than those in the control group (P<0.01). Conclusions Auxiliary mind mapping teaching method can significantly improve the teaching quality of pathophysiology.

Key words: mind mapping, pathophysiology, application effect, medicine