中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (12): 900-905.DOI: 10.3760/cma.j.cn115259-20250126-00102

• 教学方法 • 上一篇    下一篇

知识图谱赋能临床思维训练的研究

闫景瑞1, 邓为民2, 张士杰3, 墨晶4, 温克1, 于骊5   

  1. 1天津医科大学医学教育研究中心,天津 300070;
    2天津医科大学基础医学院教学办公室,天津 300070;
    3天津医科大学基础医学院药理学系,天津 300070;
    4天津医科大学基础医学院病理学教研室,天津 300070;
    5天津医科大学基础医学院计算机教研室,天津 300070
  • 收稿日期:2025-01-26 出版日期:2026-12-01 发布日期:2025-11-30
  • 通讯作者: 于骊, Email: yuli@tmu.edu.cn
  • 基金资助:
    天津市教学成果重点培育项目(PYGJ-B043);天津医科大学基础医学院医学教育研究课题(JCJG202409);中国高等教育学会高等教育研究规划课题(25YX0317);天津医科大学教育教学研究项目(人工智能/数智赋能课程专项20241230)

Study on knowledge graph empowering the training of clinical thinking

Yan Jingrui1, Deng Weimin2, Zhang Shijie3, Mo Jing4, Wen Ke1, Yu Li5   

  1. 1Medical Education Research Center, Tianjin Medical University, Tianjin 300070, China;
    2Teaching Office, School of Basic Medicine, Tianjin Medical University, Tianjin 300070, China;
    3Department of Pharmacology, School of Basic Medicine, Tianjin Medical University, Tianjin 300070, China;
    4Teaching and Research Section of Pathology , School of Basic Medicine, Tianjin Medical University, Tianjin 300070, China;
    5Teaching and Research Section of Computer, School of Basic Medicine, Tianjin Medical University, Tianjin 300070, China
  • Received:2025-01-26 Online:2026-12-01 Published:2025-11-30
  • Contact: Yu Li, Email: yuli@tmu.edu.cn
  • Supported by:
    Tianjin Key Cultivation Project of Teaching Achievements (PYGJ-B043); Project of Study on Medical Education of School Basic Medical Science of Tianjin Medical University (JCJG202409); Higher Education Research Planning Project of China Association of Higher Education (25YX0317); Special Project of Educating and Teaching of Tianjin Medical University (Courses Empowerment of Artificial Intelligence/Digital Intelligence 20241230)

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摘要： 目的 通过基于知识图谱的案例学习对医学生临床思维进行训练,研究数字化教学工具赋能临床思维训练的作用。 方法 采用试验对照研究方法。在2023年10月至2024年1月的临床案例教学中,采用整群抽样方法将天津医科大学2021级临床医学(“5+3”一体化)专业177名学生作为研究对象,将其随机分为试验组(88名学生)和对照组(89名学生)。试验组学生使用知识图谱平台进行教学,对照组学生采用传统教学方式。通过标准化测试(理论知识考核)和专家面试(实际问题解决能力考核)评估学习效果。使用Mann-Whitney U检验进行数据分析。 结果 理论考核记忆类题型,试验组学生成绩和对照组学生接近,其差异无统计学意义[41.8(10.4)分比40.5(11.0)分,P=0.666)]。应用类题型和综合类题型,试验组学生成绩均高于对照组学生,其差异均具有统计学意义[10.0(2.5)分比9.0(3.0)分,14.0(3.0)分比12.5(3.5)分,均P<0.05]。专家面试总成绩和综合分析能力,试验组学生成绩均高于对照组学生,其差异均具有统计学意义[87.0(7.0)分比82.0(7.0)分,32.0(2.0)分比31.0(2.5)分,均P<0.05]。 结论 知识图谱作为一种数字化的学习工具,能够赋能临床思维训练,有助于提升学生的临床思维能力。

关键词: 临床医学, 临床思维, 知识图谱, 数字化学习工具, 教育技术应用

Abstract: Objective To evaluate the efficacy of knowledge graph platform in training of clinical thinking for medical students within a case-based learning (CBL) curriculum. Methods A controlled experiment was adopted. During the CBL period from October 2023 to January 2024, a cluster sample of 177 clinical medicine students (″5+3″ integrated program) of the Grade 2021 from Tianjin Medical University were enrolled and randomly assigned to either an experimental group (n=88) or a control group (n=89). Students in the experimental group used a knowledge graph platform for CBL, while those in the control group received a traditional instruction. Learning gains were assessed through a standardized test (theoretical knowledge) and an expert interview (practical problem-solving). Data analysis was performed with the Mann-Whitney U test. Results In memory-based questions, the scores of the experimental group were close to those of the control group [41.8 (10.4) vs. 40.5 (11.0), P=0.666]. However, in application-based questions and comprehensive questions, the experimental group outperformed the control group [10.0 (2.5) vs. 9.0 (3.0), and 14.0 (3.0) vs. 12.5 (3.5), both P<0.05], respectively. In expert interviews, both the total score and comprehensive analysis ability of the experimental group were higher than those of the control group [87.0 (7.0) vs. 82.0 (7.0), and 32.0 (2.0) vs. 31.0 (2.5), both P<0.05], respectively. Conclusions As a digital tool, knowledge graph can empower clinical thinking training and thereby enhance students′ clinical thinking abilities.

Key words: Clinical medicine, Clinical thinking, Knowledge graph, Digital learning tool, Application of educational technology

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