通讯作者: 李华, mhong00804@sina.com

DOI：10.12201/bmr.202602.00101

Yang Minhua1, Lv Cuitian1, Yuan Bin2, Correspondence author: Li Hua2

• 摘要：本文针对急诊医学教学中知识碎片化与临床思维培养脱节的核心问题,创新性地将知识图谱的“实体－关系”核心理念降维应用于教学资源设计,构建了“思维导图－交互式微课”融合的可视化教学策略。不同于已有研究对工具的单一应用,本研究旨在从知识内在逻辑关联层面进行顶层设计与系统整合。策略构建了“结构层－解析层－关联层”三层立体架构,分别对应知识图谱中的实体定义、属性丰富与语义关系明确,以此系统化地重组急诊知识体系。文中以“急性胸痛”单元为例,完整演示了从“症状－疾病－诊疗要素”实体抽取、到“鉴别－因果－治疗”关系定义,再向具体思维导图与微课资源映射的全过程,实现了静态知识拓扑与动态情境解说的有机结合。通过SWOT分析,系统审视了该策略在契合认知规律、促进思维可视化等方面的内在优势,以及在资源成本、技术门槛与评估滞后等方面的现实挑战,最终提出“顺势发展、破立并举、实证拓新、应变循效”四大实践路径。本研究为急诊临床思维培养提供了一套理念先进、路径清晰且可操作的可视化教学策略,对推动医学教育数字化与教学资源结构化建设具有参考价值。

  关键词： 急症学；思维导图；交互式微课；可视化教学策略；SWOT分析; ; ; ; 

   

  Abstract: Aiming at the core problem of fragmented knowledge decoupled from clinical thinking cultivation in emergency medicine teaching, this study innovatively applies the core entity-relationship concept of knowledge graphs to the design of teaching resources in a down-to-earth manner, and constructs a visualized teaching strategy integrating mind mapping-interactive micro-lectures. Unlike existing studies that focus on the standalone application of tools, this research is intended to conduct top-level design and systematic integration from the perspective of the inherent logical connections of knowledge. The strategy establishes a three-dimensional structure layer-analysis layer-connection layer framework, which corresponds to entity definition, attribute enrichment and semantic relationship clarification in knowledge graphs respectively, thereby restructuring the emergency medicine knowledge system in a systematic way. Taking the acute chest pain module as an example, this paper demonstrates the entire process from entity extraction of symptoms-diseases-diagnostic and therapeutic elements and relationship definition of differentiation-causality-treatment to the mapping of specific mind maps and micro-lecture resources, realizing an organic integration of static knowledge topology and dynamic situational explanation. Through SWOT analysis, this study systematically examines the inherent advantages of the strategy in conforming to cognitive laws and facilitating the visualization of thinking, as well as the practical challenges in terms of resource costs, technical thresholds and evaluation lag. Finally, four practical approaches are proposed, namely following the trend for development, combining construction with destruction, expanding innovation through empirical evidence, and adapting to changes to pursue effectiveness. This research provides an advanced, well-structured and operable visualized teaching strategy for the cultivation of emergency clinical thinking, which offers reference significance for promoting the digitalization of medical education and the structured construction of teaching resources.

  Key words: Emergency medicine; Mind map; Interactive Microlecture; Visual teaching strategy; SWOT analysis

  提交时间：2026-02-28

  版权声明：作者本人独立拥有该论文的版权，预印本系统仅拥有论文的永久保存权利。任何人未经允许不得重复使用。
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• 序号	提交日期	编号	操作
  1	2026-01-30	10.12201/bmr.202602.00101V1	下载

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