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

Corresponding author: Li Hua, mhong00804@sina.com

DOI: 10.12201/bmr.202602.00101

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  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

  Submit time: 28 February 2026

  Copyright: The copyright holder for this preprint is the author/funder, who has granted biomedRxiv a license to display the preprint in perpetuity.
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