Application of a blended teaching mode based on medical knowledge graph and artificial intelligence teaching assistant in teaching of pathogens and immunology
10.3760/cma.j.cn116021-20241204-02034
- VernacularTitle:基于知识图谱和人工智能助教的混合式教学模式在《病原与免疫》教学中的应用
- Author:
Hongxia FAN
1
;
Weimin DENG
;
Mei LI
;
Jingrui YAN
Author Information
1. 天津医科大学基础医学院病原生物学系，天津 300070
- Publication Type:Journal Article
- Keywords:
Medical knowledge graph;
Artificial intelligence teaching assist;
Blended teaching;
Pathogens and immunology;
Teaching reform in basic medical education
- From:
Chinese Journal of Medical Education Research
2025;24(5):644-651
- CountryChina
- Language:Chinese
-
Abstract:
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 and χ2 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.
