摘要
目的探讨基于医学知识图谱与人工智能助教的混合式教学模式在《病原与免疫》课程教学中对学生学习效果及系统思维能力的影响。方法采用试验对照法, 选取天津医科大学2023级临床医学("5+3"一体化)专业的114名学生为研究对象, 按班级分为研究组(57名)和对照组(57名)。研究组采用结合医学知识图谱与人工智能助教的线上线下混合式教学模式;对照组则采用仅基于该课程线上资源的线上线下混合式教学模式。通过对比两组学生的4次章节测验及期末考试成绩, 并结合研究组问卷调查结果, 评价教学效果。数据分析采用t检验和卡方检验。结果研究组学生在4次章节测验及期末考试成绩上均高于对照组[(78.77±19.65)分vs.(69.47±22.95)分、(84.56±14.02)分vs.(76.49±16.20)分、(81.89±13.60)分vs. (73.13±16.52)分、(81.56±21.28)分vs.(73.16±16.27)分、(69.75±13.30)分vs.(64.10±14.93)分], 差异均具有统计学意义(P<0.05)。问卷调查显示, 74.07%的学生(40人)认为该模式激发了学习兴趣, 74.07%的学生(40人)认为提高了学习主动性, 81.48%的学生(44人)认为该模式有助于建立新旧知识联系, 便于记忆;同时, 81.48%的学生(44人)还认为该模式便于知识整合与总结, 有助于构建系统的知识体系, 进而提升了学习效果。结论基于医学知识图谱与人工智能助教的混合式教学模式有助于培养学生的系统思维能力, 并能有效提高学生的学习效率和效果。
Objective:To investigate the effect of a blended teaching mode based on medical knowledge graph and artificial intelligence(AI)teaching assistant on students'learning effectiveness and systematic thinking ability in teaching of pathogens and immunology.Methods:A controlled experimental design was employed,involving 114 clinical medical students("5+3"integrated)enrolled in 2023 at Tianjin Medical University.They were divided into experimental group(n=57)and control group(n=57)based on their classes.A blended online-offline teaching mode based on medical knowledge graph and AI teaching assistant was used in the experimental group,and a blended online-offline teaching mode based on the online resources of this course was used in control group.Teaching effectiveness was assessed by comparing the scores of four chapter quizzes and the final exam between the two groups,as well as by analyzing student questionnaire responses.Data were analyzed using t test andχ2 test.Results:The experimental group achieved significantly higher scores in all four chapter quizzes and the final exam compared to the control group[(78.77±19.65)vs.(69.47±22.95),(84.56±14.02)vs.(76.49±16.20),(81.89±13.60)vs.(73.13±16.52),(81.56±21.28)vs.(73.16±16.27),(69.75±13.30)vs.(64.10±14.93),all P<0.05].The questionnaire survey showed that 74.07%students(n=40)believed that this blended teaching model stimulated their learning interest,74.07%(n=40)students believed that this blended teaching model enhanced their learning initiative,81.48%(n=44)students believed that this blended teaching model could help them construct the relationship between the old and new knowledge and thus improved memory retention,and 81.48%students b(n=44)elieved that this blended teaching model helped them integrate and summarize knowledge and construct systematic knowledge framework to improve their learning effectiveness.Conclusions:The blended teaching mode based on medical knowledge graph and AI teaching assistant is beneficial for cultivating students'systematic thinking ability and is helpful to improve their learning efficiency and effectiveness.
作者
范红霞
邓为民
李梅
闫景瑞
Fan Hongxia;Deng Weimin;Li Mei;Yan Jingrui(Department of Pathogen Biology,School of Basic Medical Sciences,Tianjin Medical University,Tianjin 300070,China;Teaching Office,School of Basic Medical Sciences,Tianjin Medical University,Tianjin 300070,China;Medical Education Research Center,Tianjin Medical University,Tianjin 300070,China)
出处
《中华医学教育探索杂志》
2025年第5期644-651,共8页
Chinese Journal of Medical Education Research
基金
教育部产学合作协同育人项目立项课题(220503924191616)
天津医科大学教育教学研究项目(2023jxzd04)
天津市普通高等学校本科教学质量与教学改革研究计划项目(B231006204)
天津市教学成果重点培育项目(PYGJ-B043)。
关键词
医学知识图谱
人工智能助教
混合式教学
病原与免疫
基础医学教学改革
Medical knowledge graph
Artificial intelligence teaching assist
Blended teaching
Pathogens and immunology
Teaching reform in basic medical education
