To investigate the feasibility of the multi-dimensional teaching method combining mind map instruction (MMI), problem-based learning (PBL), and case-based learning (CBL) in standardized echocardiography training among residents.

From August 2017 to June 2020, 24 second-year residents at the Department of Ultrasound of the First Medical Center of Chinese PLA General Hospital who would undergo standardized resident training were included and randomly divided into two groups (control group and experimental group), with 12 residents in each group. Multi-dimensional teaching method was applied to the experimental group, and traditional teaching mode to the control group, focusing on the disease of hypertrophic myocardiopathy. The teaching effects of the two groups evaluated through theoretical and practical examinations and questionnaire survey were analyzed, and the t test was used to compare the difference between the two groups.

The total scores of the theoretical and practical examinations in the experimental group were significantly higher than those of the control group [(86.33±3.65) vs (74.75±5.01), t=6.472, P＜0.001; (90.67±3.45) vs (80.01±2.89), t=8.205, P＜0.001]. The evaluation of teaching questionnaire in the experimental group showed that the study efficiency, learning interest, autonomous learning ability, learners' confidence, and mastery degree of the knowledge were markedly higher than those of the control group [ (9.28±0.70) vs (8.08±1.16), t=3.068, P=0.006; (9.17±0.72) vs (7.83±1.19), t=3.337, P=0.003; (9.04±0.62) vs (8.00±1.27), t=2.549, P=0.018; (9.09±0.66) vs (8.13±1.11), t=2.575, P=0.017; (8.92±0.51) vs (7.58±0.90), t=4.487, P＜0.001].

Multi-dimensional teaching method is superior to the traditional teaching mode, and has important value in standardized echocardiography training among residents.