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湛欢, 李逵, 陈紫煜.知识图谱赋能医学生卫生法治素养提升的实证研究——以中医学专业学生为例[J].湖南中医药大学学报英文版,2026,46(8):1719-1726.[Click to copy
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| 知识图谱赋能医学生卫生法治素养提升的实证研究——以中医学专业学生为例 |
| 湛欢,李逵,陈紫煜 |
| (湖南中医药大学, 湖南 长沙 410208;湖南中医药大学第一附属医院, 湖南 长沙 410007;湖南省肿瘤医院, 湖南 长沙 410013) |
| 摘要: |
| 目的 分析知识图谱赋能中医专业学生卫生法治素养提升的效果，为完善卫生法治教育路径提供数据支持。方法 基于中医专业学生卫生法治教育实验和卫生法治素养调查数据，构建线性回归和双重差分模型，分析知识图谱融合教学对学生卫生法治素养提升的影响。结果 组内回归结果显示，实施知识图谱融合教学的实验组卫生法治素养综合得分（β=1.146，P<0.001）、卫生法治认知（β=0.648，P<0.001）、卫生法治思维（β=0.250，P=0.003）得分较实验前均有统计学差异。采用传统授课方式的对照组在卫生法治素养（β=0.584，P=0.016）、卫生法治认知（β=0.510，P<0.001）方面前后差异均有统计学意义。双重差分模型结果显示，知识图谱融合教学对中医专业学生卫生法治思维能力的提升有增效作用（β=0.270，P=0.048）。结论 知识图谱有效促进了中医专业学生卫生法治思维的提升，但在培育卫生法治信仰与行为规范方面还有待加强，日后可尝试通过“卫生法学智能体”与“思政图谱”的协同，实现“知识传授—能力培养—信仰行为塑造”的一体化提升。 |
| 关键词: 知识图谱|医学生|中医|卫生法治素养 |
| DOI：10.3969/j.issn.1674-070X.2026.08.027 |
| Received:January 04, 2026 |
| 基金项目:湖南省教育科学规划课题（ND248998）。 |
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| Knowledge graph-enhanced health law literacy in medical students: An empirical study on TCM majors |
| ZHAN Huan, LI Kui, CHEN Ziyu |
| (Hunan University of Chinese Medicine, Changsha, Hunan 410208, China;The First Hospital of Hunan University of Chinese Medicine, Changsha, Hunan 410007, China;Hunan Cancer Hospital, Changsha, Hunan 410013, China) |
| Abstract: |
| Objective To analyze the effectiveness of a knowledge graph-enhanced approach in improving health law literacy among TCM majors, and to provide data support for optimizing health law education pathways. Methods Based on experimental data from health law education for TCM majors and survey data on health law literacy, linear regression and difference-in-differences (DID) models were constructed to analyze the impact of knowledge graph-integrated teaching on students' health law literacy. Results Within-group regression results showed that the experimental group receiving knowledge graph-integrated teaching demonstrated statistically significant improvements in overall health law literacy score (β=1.146, P<0.001), as well as scores of health law cognition (β=0.648, P<0.001) and health law thinking (β=0.250, P=0.003) compared with pre-experimental scores. The control group, which received traditional teaching, also showed significant pre-post differences in overall health law literacy (β=0.584, P=0.016) and health law cognition (β=0.510, P<0.001). The DID model results indicated that knowledge graph-integrated teaching had a synergistic effect on improving health law thinking among TCM majors (β=0.270, P=0.048). Conclusion The knowledge graphs effectively promote the enhancement of health law thinking among TCM majors, but their role in cultivating health law belief and behavioral norms still requires further strengthening. In the future, efforts may be made to achieve an integrated enhancement of "knowledge transmission—competency development—belief and behavior shaping" through the synergy of "health law intelligent agents" and “value education knowledge graphs.” |
| Key words: knowledge graph|medical students|Chinese medicine|health law literacy |
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