Objective Applying item response theory (IRT) and knowledge graph (KG) to explore the quantitative indicators for measuring the key points and difficults of medical professional courses, with a view to providing reference and example for promoting refined teaching management. Methods In January 2022, a knowledge point difficulty questionnaire was developed based on the Therapeutic Exercise course syllabus, and a knowledge point difficulty self-assessment survey was administered to 119 students in the 2019 class of rehabilitation therapy at Nanjing University of Chinese Medicine who had completed the course final examination. The students′ examination results and their self-assessment results of 61 course-specific knowledge points were extracted, and the Mokken scale analysis and Roche model construction were conducted based on IRT to assess the students′ learning ability and its correlation with the examination results, and to estimate the difficulty values of the knowledge points; the correlations of the knowledge points were quantified and measured with the help of KG technology, and the core structure of KG was extracted and analysed. Results Forty-two knowledge points were selected for the construction of the Roche model by the Mokken scale analysis, and the resulting model had good fit (P=0.065 for the fit test), reliability (Cronbach coefficient of 0.968) and validity (students′ test scores were weakly and significantly correlated with the learning ability values estimated by the model: P=0.014, r=0.23). The model fit was good for each knowledge difficulty (Bonferroni corrected p-values were >0.05). the core structure of the KG covered 61 knowledge points and visual analysis showed it to be presented as a hierarchical dominant structure with pivot nodes. Conclusions The combination of IRT model and KG technology can quantitatively measure students′ learning ability and the key points and difficults of their knowledge, providing a refined management tool for teaching medical professional courses.
Cao Zhenyu
,
Wang Lei
,
Tu Yue
,
Lin Feng
. Exploring the key points and difficulties of therapeutic exercise course based on knowledge graph and item response theory[J]. Chinese Journal of Medical Education, 2022
, 42(12)
: 1083
-1088
.
DOI: 10.3760/cma.j.cn115259-20220530-00704
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