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黄瑾睿, 左晶蕾, 彭荧荧.GenAI赋能中医药院校《医学信息学》教学改革与探索——以药学专业为例[J].湖南中医药大学学报英文版,2026,46(8):1727-1734.[Click to copy
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| GenAI赋能中医药院校《医学信息学》教学改革与探索——以药学专业为例 |
| 黄瑾睿,左晶蕾,彭荧荧 |
| (湖南中医药大学, 湖南 长沙 410208) |
| 摘要: |
| 目的 生成式人工智能（GenAI）的普及改变了知识习得方式，课程教学供给与学生认知需求之间的错位日益凸显。针对现存问题，对课程进行系统性教学改革。方法 构建“成果导向教育-具身认知”理论框架，反向设计能力目标与教学内容，建立理实交替、三阶递进的教学模式，并嵌入“来源-逻辑-专业-伦理”四步检验，采用双轨评价体系。以药学专业前后两届学生为对象开展对比实践。结果 实验组学生在前置课程中的成绩低于对照组，但在医学信息学期末考试中的成绩显著优于对照组（P<0.001）。四步检验各维度得分随学期推进呈持续上升趋势，且与期末成绩呈正相关（r=0.361，P<0.001）；项目设计的专业关联性较对照组明显提升。结论 改革方案对提升学生知识掌握水平具有积极作用，四步检验为课程过程评价提供了可操作路径，可为同类课程改革提供参考。 |
| 关键词: 生成式人工智能|医学信息学|成果导向教育|具身认知|教学改革|中医药院校 |
| DOI：10.3969/j.issn.1674-070X.2026.08.028 |
| Received:June 07, 2026 |
| 基金项目:湖南中医药大学校级教学改革研究项目（2024-27）；湖南中医药大学校级教学改革研究项目（2025-35）。 |
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| GenAI-empowered teaching reform of Medical Informatics in TCM universities: A case study of pharmacy major |
| HUANG Jinrui, ZUO Jinglei, PENG Yingying |
| (Hunan University of Chinese Medicine, Changsha, Hunan 410208, China) |
| Abstract: |
| Objective To systematically reform the Medical Informatics curriculum in response to the educational challenges posed by the widespread adoption of Generative Artificial Intelligence (GenAI), which has fundamentally transformed knowledge acquisition and created a growing misalignment between curriculum delivery and students' cognitive needs. Methods A theoretical framework integrating Outcome Based Education (OBE) and embodied cognition was constructed to guide the reverse design of competency goals and teaching contents. A teaching model featuring alternating theory learning and practice with a three-stage progressive structure was established, incorporating a four-step assessment—covering source, logic, profession, and ethics—and a dual-track evaluation system. A comparative practice was conducted between two cohorts of pharmacy majors from consecutive academic years. Results Despite lower prerequisite scores, the experimental group significantly outperformed the control group in the final examination of Medical Informatics (P<0.001); scores across all dimensions of the four-step assessment exhibited a continuous upward trend throughout the semester and were positively correlated with the final exam scores (r=0.361, P<0.001); their project designs showed higher professional relevance than the control group. Conclusion The reformed teaching approach demonstrates a positive effect on enhancing students' knowledge acquisition, and the four-step assessment provides a feasible pathway for process-oriented course evaluation. It may serve as a reference for similar curriculum reforms in other disciplines. |
| Key words: generative artificial intelligence|medical informatics|outcome-based education|embodied cognition|teaching reform|TCM universities |
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