The logical framework of knowledge graph empowering teaching and the exploration and practice of medical education

Corresponding author: Xi Lijun, xilijun2006@163.com

DOI: 10.12201/bmr.202409.00024

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  Abstract: AbstractPurpose/Significance:Digitizationofeducationhasbecomeanimportantbreakthroughinopeningupnewtracksforeducationaldevelopmentandshapingnewadvantagesineducationaldevelopment.Inthedigitalage,teachershaveadualidentityasdigitalcitizensandcultivatingfuturedigitaltalents.Therefore,thecultivationofteachersdigitalliteracyhasbecomeawidelyconcernedissueintheinternationalcommunity.Method/Process:Thisarticleusesliteratureinductiontostudythecurrentknowledgegraphempowermentteaching,whichmainlyfocusesonknowledgepointsasthecore,resourceintegrationandsharingasthecore,andsupportingthereformofpracticalteachingmodeasthecore,includingstaticknowledgegraphanddynamicknowledgegraph.Itproposesthatmedicalcollegesanduniversitiesshouldbuildaknowledgegraphbasedintelligentteachingapplicationsystemsupportedbydata,guidedbyknowledgegraph,andcenteredonintelligentrecommendation.Results/Conclusions:ThesystemisbasedontheBloomteachingcognitivemodel,combinedwithstudentslearningsituationandunderlyingalgorithms,tocultivatetheabilityofmedicalstudentstoacquireandmasterknowledge,formingadynamicclosedloopthroughprecisedetection,contentpush,andpathplanning.Thepracticalsignificanceofempoweringclinicalteacherswithpreciseteaching,empoweringmedicalstudentswithpersonalizedlearning,andenhancingclinicalteachersteachingabilities.

  Key words: Knowledge graph; Medical education; Precision teaching; personalized learning; Teaching ability training

  Submit time: 14 September 2024

  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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