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。
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.
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