Application of knowledge graphs in problem-based learning of neuronuclear medicine

doi:10.3760/cma.j.cn115259-20250701-00727

Abstract

Abstract: Objective To explore the application effect of a teaching method combining knowledge graphs and problem-based learning (PBL) in the instruction of neurological nuclear medicine. Methods A controlled trial was conducted. A total of 60 undergraduate students majoring in medical imaging from China Medical University, who participated in the nuclear medicine course at Shengjing Hospital of China Medical University from September 2023 to September 2024, were selected as the study subjects. They were divided into an experimental group and a control group according to the order of their student ID numbers, with 30 students in each group. The experimental group adopted the PBL teaching method based on knowledge graphs, while the control group received the conventional PBL teaching. The two groups were compared in terms of academic performance, learning outcomes (basic knowledge, image interpretation ability, and diagnostic ability), and self-evaluation of teaching effectiveness (learning motivation, comprehension, teacher-student interaction, free time consumed, clinical thinking skills, teamwork skills, and knowledge absorption). Data were analyzed using methods such as independent-sample t-test and paired t-test. Results After the course, the experimental group showed significantly higher scores than the control group in total score [(84.40±6.47) points vs. (78.53±8.02) points], mastery of basic knowledge [(50.60±5.41) points vs. (47.50±5.37) points], and image interpretation ability [(15.50±1.76) points vs. (14.73±1.79) points], all P<0.05. Regarding self-evaluation of teaching effectiveness, the experimental group scored higher than the control group in learning motivation [(4.60±0.62) points vs. (3.93±0.45) points], comprehension [(4.40±0.97) points vs. (3.67±0.66) points], and knowledge absorption [(3.77±0.43) points vs. (3.13±0.35) points], all P<0.05. Conclusions The application of knowledge graphs in PBL teaching of neurological nuclear medicine can enhance teaching effectiveness and save students' time in retrieving relevant knowledge. The PBL teaching method based on knowledge graphs has potential application value in undergraduate nuclear medicine education.

CLC Number:

R-05

Geng Jiaqiang, Wang Xinghao, Li Langjun, Xu Chen, Niu Meng, Sun Hongzan. Application of knowledge graphs in problem-based learning of neuronuclear medicine[J]. Chinese Journal of Medical Education, 2026, 46(6): 427-432.

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