人文与医学的距离：通过思维导图进行跨学科对话，建立批判性思维模式,Thinking Skills and Creativity

在这项研究中，我们调查了人文学科和医学之间的差距。我们提出了一种通过跨学科对话和思维导图培养批判性思维技能来弥合这一差距的方法。通过跨学科对话可以成功培养学生的批判性思维心态。我们的目标是让来自不同学术背景的学生具备有效评估医学和生命科学信息的能力。

我们的研究采用苏格拉底式提问、跨学科对话以及结构性和关系性思维导图技术的实施。通过苏格拉底式提问，学生可以进行深入的讨论，挑战他们现有的知识，并鼓励他们探索不同的观点。这种方法有助于整合多种观点，并增强学生批判性思考医学概念及其含义的能力。为了组织和可视化复杂的信息，采用了思维导图技术。结构和关系思维导图帮助学生理解各种概念之间的关系并识别主题内的模式。通过直观地呈现信息，学生可以更深入地了解医学和生命科学主题，并能够从整体角度有效地分析和综合信息。

研究结果表明，跨学科对话方法与思维导图技术相结合，极大地促进了学生批判性思维技能的发展。通过积极参与讨论和苏格拉底式提问的应用，学生们表现出了对医学概念的理解和构建明智论证的能力。这种教学方法强调通识教育中跨学科合作的重要性。我们的研究结果表明，让不同学术专业的学生参与可以营造一个重视不同观点的协作学习环境。这种方法不仅加强了知识交流，而且鼓励医学领域的创造力和创新。

总之，我们的研究强调了跨学科对话和思维导图作为弥合人文与医学之间差距的有效工具的潜力。研究结果表明，参与跨学科对话并利用思维导图技术的学生可以培养批判性思维心态，使他们能够熟练地评估医学和生命科学信息。通过将这些方法纳入通识教育，学生们将具备必要的技能来应对医学领域的复杂性，并为我们社会不断变化的医疗保健挑战做出贡献。

"点击查看英文标题和摘要"

In this study, we investigate the gap between the humanities and medicine. We propose a methodology to bridge this gap by fostering critical thinking skills through interdisciplinary dialogue and mind mapping. A critical thinking mindset amongst students could be successfully developed through the use of interdisciplinary dialogue. Our objective is to equip students from diverse academic backgrounds with the ability to effectively evaluate medical and life science information.

Our study employs Socratic questioning, interdisciplinary dialogue, and the implementation of structural and relational mind-mapping techniques. Through Socratic questioning, students engage in-depth discussions that challenge their existing knowledge and encourage them to explore different perspectives. This approach facilitates the integration of multiple viewpoints and enhances students' ability to think critically about medical concepts and their implications. To organize and visualize complex information, mind mapping techniques are employed. Structural and relational mind maps help students comprehend the relationships between various concepts and to identify patterns within the subject matter. By visually representing information, students gain a deeper understanding of medical and life science topics and can effectively analyse and synthesize information from a holistic perspective.

The findings of the study reveal that the interdisciplinary dialogue approach, coupled with mind-mapping techniques, significantly contributed to the development of critical thinking skills amongst students. Through active participation in discussions and the application of Socratic questioning, students demonstrated improved comprehension of medical concepts and the ability to construct well-informed arguments. This teaching method emphasizes the importance of interdisciplinary collaboration in liberal education. Our findings demonstrate that involving students with different academic majors fosters a collaborative learning environment, where diverse perspectives are valued. This approach not only enhances knowledge exchange but also encourages creativity and innovation in the field of medicine.

In conclusion, our study highlights the potential of interdisciplinary dialogue and mind mapping as effective tools to bridge the gap between humanities and medicine. The findings indicate that students who engage in interdisciplinary dialogue and utilize mind-mapping techniques develop a critical thinking mindset, enabling them to proficiently evaluate medical and life science information. By incorporating these approaches into liberal education, students are equipped with the necessary skills to navigate the complexities of the medical field and to contribute to the evolving healthcare challenges of our society.