Abstract
OBJECTIVE: This study aimed to explore the effectiveness of combining fetal heart sequential cross-sectional scanning with drawing methods, mind mapping, and case-based learning (CBL) for training in fetal conotruncal anomalies (CA) screening. METHOD: An experimental control method was employed. Doctors participating in continuing fetal ultrasound education were randomly divided into two groups. Both groups received theoretical instruction on fetal heart embryology, development, and abnormal arterial trunk development. Group A received traditional teaching methods for both theory and skills, with the skills course focusing on routine fetal heart scanning. Group B received a mixed teaching approach incorporating pathological mind mapping, CBL teaching, and drawing methods for both theory and skills courses. Group B's skills training focused on the sequential cross-sectional scanning method. The effectiveness of the training was evaluated by analyzing the classroom learning results and conducting a questionnaire survey of both groups. RESULT: Group B participants achieved significantly higher scores on both theoretical and skills assessments compared to Group A. The diagnostic accuracy of different diseases in group B was significantly higher than that in group A, except for AVSD and APW. The post-class questionnaire revealed that participants in Group B expressed greater satisfaction with the combined teaching approach. They perceived a significant improvement in their independent learning abilities, diagnostic skills for related diseases, clinical skills, and overall competence compared to the traditional teaching group. The post-training correlation analysis did not identify any association between working years and theoretical or technical performance after training. CONCLUSION: This study demonstrates that combining fetal heart sequential cross-sectional scanning with a variety of teaching methods, including drawing methods, mind mapping, and CBL, can enhance understanding of fetal trunk structure scanning and foster the development of clinical reasoning skills, ultimately leading to improved diagnostic accuracy in the identification and differential diagnosis of conotruncal anomalies.