Dynamic analysis and knowledge map construction for occupational health and occupational medicine teaching research under the background of new medical science
10.20001/j.issn.2095-2619.20260406
- VernacularTitle:新医科背景下职业卫生与职业医学课程教学研究动态分析与知识图谱构建
- Author:
Shaohan ZHANG
1
;
Cheng LI
;
Changmao LONG
;
Zhangjian CHEN
;
Guiping HU
;
Guang JIA
Author Information
1. School of Medical Science and Engineering, Beihang University, Beijing 100191, China
- Publication Type:Journal Article
- Keywords:
New medical science;
Occupational health;
Occupational medicine;
Courses;
Teaching;
Knowledge graph;
Teaching reform;
Digitalization
- From:
China Occupational Medicine
2026;53(2):155-161
- CountryChina
- Language:Chinese
-
Abstract:
Objective To analyze the status of teaching occupational health and occupational medicine course under the background of new medical science, and to construct a semantic knowledge graph to realize the digital teaching reform of the course. Methods i) The literature on teaching research of occupational health and occupational medicine courses published between January 1, 2005 to December 31, 2025 was retrieved through the China National Knowledge Infrastructure. CiteSpace 6.4.R2 and VOSviewer 1.6.20 were used for bibliometric visualization. ii) A knowledge graph system based on Web front-end was constructed using the textbook of Occupational Health and Occupational Medicine (9th ed.), published by People's Medicine Publishing House, as the core data source. Results i) A total of 240 publications related to the teaching in occupational health and occupational medicine courses were included. The overall number of publications showed an upward trend. The research focused on curriculum teaching reform, curriculum-based political education, and digital technology-empowered teaching, forming an interdisciplinary and multi-dimensional research system. The evolution of keywords included three stages: the foundation period (2005-2015), the growth period (2016-2020), and the innovation period (2021-2025). ii) The constructed semantic knowledge graph realizes structural visualization and a dual-mode intelligent question answering agent. A total of four independent navigation modules, including chapter overview, core concept exploration, learning progress details, and relationship network visualization, were used to achieve multidimensional learning pathways. The system requires no installation and supports cross-platform operation, meeting the needs of both teachers and students. It effectively helps students establish systematic knowledge frameworks and enhances interdisciplinary integration ability and learning initiative. Conclusion In the context of new medical science, research on teaching in occupational health and occupational medicine has evolved from a niche field into a research hotspot and entered a stage of high-quality development. The constructed semantic knowledge graph for the Occupational Health and Occupational Medicine course facilitates digital teaching reform in this field and lays a solid foundation for cultivating high-level interdisciplinary occupational health professionals.
