通讯作者: 徐丽艳, 530721665@qq.com

DOI：10.12201/bmr.202604.00032

Evaluation of the Teaching Effectiveness of AI-Assisted, Real Hypertension Case–Driven Team-Based Learning in an Introduction to General Practice Course

• 摘要：目的 探讨人工智能（artificial intelligence，AI）辅助的真实高血压案例驱动小组合作学习模式在本科生《全科医学概论》课程中的教学应用效果。方法 选取宁波大学2022级临床医学专业本科生68名，采用随机数字表法分为对照组和实验组，每组各34名。对照组采用传统课堂教学模式，实验组在常规理论授课基础上，引入AI辅助的真实高血压案例驱动小组合作学习模式。比较两组学生期末理论考试成绩、课程问卷调查结果及教学满意度情况。结果 两组学生期末理论考试成绩差异无统计学意义（P＞0.05）。在课程结束后，实验组学生在全科医学理念理解、对全科医生工作内容及全科医学整体认知等方面的评价均高于对照组（P＜0.05）。实验组学生对课程教学的总体满意度亦高于对照组（P＜0.05）。结论 AI辅助的真实案例驱动教学模式在不影响本科生全科医学理论学习效果的前提下，有助于提升学生对全科医学的认知水平和课程教学满意度，可为全科医学基础课程教学模式的改进提供参考。

  关键词： 全科医学；医学教育；案例驱动教学；人工智能；高血压; ; ; ; 

   

  Abstract: Objective To evaluate the teaching effectiveness of an AI-assisted, real hypertension case-driven, team-based learning model in the undergraduate Introduction to General Practice course. Methods A total of 68 undergraduate clinical medicine students from the Class of 2022 were randomly assigned to a control group and an experimental group, with 34 students in each group. The control group received traditional lecture-based teaching, while the experimental group was taught using an AI-assisted, real hypertension case–driven, team-based learning approach in addition to routine theoretical instruction. Final theoretical examination scores, questionnaire survey results, and teaching satisfaction were compared between the two groups. Results There was no significant difference in final theoretical examination scores between the two groups (P>0.05). Compared with the control group, students in the experimental group demonstrated better understanding of general practice concepts, greater awareness of general practitioners’ work, and higher overall cognition of general practice (P<0.05). Teaching satisfaction was also significantly higher in the experimental group (P<0.05). Conclusion The AI-assisted, real hypertension case-driven, team-based learning model does not compromise undergraduate students’acquisition of theoretical knowledge in general practice and may enhance students’ cognition of general practice and overall teaching satisfaction. This approach may serve as a reference for optimizing teaching strategies in undergraduate general practice education.

  Key words: General practice; Medical education; Case-driven teaching; Artificial intelligence; Hypertension

  提交时间：2026-04-05

  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	2026-02-08	10.12201/bmr.202604.00032V1	下载

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