摘要目的:探讨知识图谱与基于问题学习(problem-based learning，PBL)联合教学在神经核医学教学中的应用效果。方法:采用试验对照研究方法。选取中国医科大学2023年9月至2024年9月在中国医科大学附属盛京医院参加核医学课程学习的2022级医学影像学专业60名学生为研究对象，按照学号顺序将其分为试验组和对照组，每组30名学生。试验组采用基于知识图谱的PBL教学，对照组采用PBL教学。对两组学生的测验成绩、学习情况(基本知识、阅片能力和诊断能力)和教学效果自我评价结果(学习动机、理解力、师生互动、课程占用的空闲时间、临床思维能力、团队合作能力和知识吸收)进行比较。采用独立样本 t检验和配对 t检验等方法处理数据。 结果:课后，试验组学生总成绩[(84.40±6.47)分]、基本知识掌握[(50.60±5.41)分]和阅片能力[(15.50±1.76)分]的评分均高于对照组学生[(78.53±8.02)分、(47.50±5.37)分、(14.73±1.79)分]，其差异均具有统计学意义(均 P<0.05)。在教学效果自我评价方面，试验组学生学习动机[(4.60±0.62)分]、理解力[(4.40±0.97)分]和知识吸收[(3.77±0.43)分]的评分均高于对照组学生[(3.93±0.45)分、(3.67±0.66)分、(3.13±0.35)分]，其差异均具有统计学意义(均 P<0.05)。 结论:在神经核医学教学中应用知识图谱与PBL联合教学，有助于提升教学效果、节约学生检索相关知识的时间，具有较好的应用价值。

abstractsObjective:To explore the application effect of a teaching method combining knowledge graphs and problem-based learning (PBL) in the instruction of neurological nuclear medicine.Methods:A controlled trial was conducted. A total of 60 undergraduate students majoring in medical imaging from China Medical University, who participated in the nuclear medicine course at Shengjing Hospital of China Medical University from September 2023 to September 2024, were selected as the study subjects. They were divided into an experimental group and a control group according to the order of their student ID numbers, with 30 students in each group. The experimental group adopted the PBL teaching method based on knowledge graphs, while the control group received the conventional PBL teaching. The two groups were compared in terms of academic performance, learning outcomes (basic knowledge, image interpretation ability, and diagnostic ability), and self-evaluation of teaching effectiveness (learning motivation, comprehension, teacher-student interaction, free time consumed, clinical thinking skills, teamwork skills, and knowledge absorption). Data were analyzed using methods such as independent-sample t-test and paired t-test. Results:After the course, the experimental group showed significantly higher scores than the control group in total score [(84.40±6.47) points vs. (78.53±8.02) points], mastery of basic knowledge [(50.60±5.41) points vs. (47.50±5.37) points], and image interpretation ability [(15.50±1.76) points vs. (14.73±1.79) points], all P<0.05. Regarding self-evaluation of teaching effectiveness, the experimental group scored higher than the control group in learning motivation [(4.60±0.62) points vs. (3.93±0.45) points], comprehension [(4.40±0.97) points vs. (3.67±0.66) points], and knowledge absorption [(3.77±0.43) points vs. (3.13±0.35) points], all P<0.05. Conclusions:The application of knowledge graphs in PBL teaching of neurological nuclear medicine can enhance teaching effectiveness and save students′ time in retrieving relevant knowledge. The PBL teaching method based on knowledge graphs has potential application value in undergraduate nuclear medicine education.