Bridging Theory and Practice: A KGs-CBL Blended Framework for Enhanced Medical Imaging Education

Background: This study evaluated a novel blended teaching model for medical imaging experimental instruction, combining knowledge graphs with case-based learning (KGs-CBL). Methods: This study included a total of 240 undergraduate students majoring in five-year medical imaging from 2020 to 2021. 117 students from 2021 were chosen as the experimental group, using a blended teaching model based on KGs-CBL. In 2020, 122 students were selected as the control group and underwent the traditional teaching model. The teaching content was the experimental course on medical imaging of the circulatory system, in which the application effect of the two groups of teaching methods was evaluated by the assessment of theoretical examination, comprehensive case analysis, and questionnaire survey. Results: In the assessment of theoretical examination, and comprehensive case analysis (including identification of imaging examination techniques, description of imaging signs, diagnosis of imaging, differential diagnosis, report writing, and overall score), the experimental group demonstrated superior performance to the controls, with a statistically significant difference (p<0.05). The survey results indicated that students’ scores evaluating the blended teaching model were positive, with a considerable percentage expressing satisfaction and belief in its effectiveness. The experimental group were higher than those in the control group in the following eight aspects: “facilitating mastery of teaching content” (p=0.008), “aiding in acquiring and mastering extracurricular knowledge” (p=0.005), “enhancing thinking and analytical abilities” (p=0.003), “boosting learning interest” (p=0.001), “fostering independent learning capabilities” (p=0.006), “strengthening team collaboration skills” (p = 0.007), “promoting logical thinking and expressive abilities” (p＜0.001) and “adding to the learning burden” (p＜0.001). Conclusions: The blended teaching model based on KGs-CBL can improve students’ academic performance, cultivate students’ comprehensive ability, and improve their satisfaction. This method has been proven effective in enhancing the practical skills and diagnostic capabilities of undergraduates majoring in medical imaging, making it a valuable approach in medical education.