Construction of an intelligent knowledge base for venous thromboembolism and evaluation of its application in medical education

She Kang; Hao Yudi; Wang Yaqing; Li Junmei; Ma Yinglin; Mu Guangyan; Li Ke; Zhang Xiaolin; Qi Jianguang; Qi Xin

doi:10.3760/cma.j.cn116021-20260128-02296

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Construction of an intelligent knowledge base for venous thromboembolism and evaluation of its application in medical education

Digital Intelligence MedicalEducation | 更新时间：2026-06-17

- Construction of an intelligent knowledge base for venous thromboembolism and evaluation of its application in medical education
- Chinese Journal of Medical Education Research Vol. 25, Issue 6, Pages: 664-673(2026)
- 作者机构：
  
  1.北京大学第一医院介入血管外科，北京 100034
  2.国家癌症中心/国家肿瘤临床医学研究中心/中国医学科学院北京协和医学院肿瘤医院药剂科，北京 100021
  3.北京大学第一医院药剂科，北京 100034
  4.北京大学第一医院教育处，北京 100034
  5.北京大学第一医院烧伤整形科，北京 100034
- 作者简介：
  
  Qi Xin, Email: randyq@126.com
- 基金信息：
  
  The Innovative Teaching and Learning Program 3.0 of Peking University(2026XSL10);The Educational Research Project of Peking University First Hospital(2025YJ09)
- DOI：10.3760/cma.j.cn116021-20260128-02296
  CLC： R-4
- Received：28 January 2026，
  
  Published：20 June 2026
- 稿件说明：
移动端阅览
佘康, 郝雨迪, 王亚青, 等. 静脉血栓栓塞症智能知识库的构建及在医学教育中的应用评价[J]. 中华医学教育探索杂志, 2026, 25(6): 664-673.

She Kang, Hao Yudi, Wang Yaqing, et al. Construction of an intelligent knowledge base for venous thromboembolism and evaluation of its application in medical education[J]. Chinese Journal of Medical Education Research, 2026, 25(6): 664-673.
佘康, 郝雨迪, 王亚青, 等. 静脉血栓栓塞症智能知识库的构建及在医学教育中的应用评价[J]. 中华医学教育探索杂志, 2026, 25(6): 664-673. DOI： 10.3760/cma.j.cn116021-20260128-02296.

She Kang, Hao Yudi, Wang Yaqing, et al. Construction of an intelligent knowledge base for venous thromboembolism and evaluation of its application in medical education[J]. Chinese Journal of Medical Education Research, 2026, 25(6): 664-673. DOI： 10.3760/cma.j.cn116021-20260128-02296.

摘要

目的

构建基于大语言模型的检索增强生成技术的静脉血栓栓塞症（venous thromboembolism，VTE）专业知识库，并评价其在医学教育中的应用效果。

方法

采用“循证证据—专家经验—真实病例”三层语料，在腾讯ima平台搭建VTE知识库，并实施证据分级、版本控制和人机协同审核。采用混合方法研究：学习者路径通过横断面调查评价医学生及非专科医护人员（

=131）在临床决策支持、知识问答和资源推荐中的使用体验；教师路径采用单盲随机对照设计，评价血管外科教师（

=19）在教案设计、病例讨论和辅助命题中的应用效果。统计分析在R 4.5.0软件中完成；计数资料采用频数和构成比描述，Likert量表评分采用中位数和四分位间距描述，组间比较采用Kruskal-Wallis

检验、Friedman秩和检验及Wilcoxon符号秩检验。

结果

学习者路径显示，知识库在标准化任务中应用效果较好，各维度满意度评分的中位数均为4.00分[四分位间距（interquartile range，IQR）为4.00~5.00

]

，但循证可信度评分相对较低。教师路径显示，其应用效果具有任务依赖性：在“教案设计”等收敛性任务中，深度使用知识库的适用性略高于入门使用；在“辅助命题”等创造性任务中，深度使用知识库的适用性低于入门使用（

0.05）。

结论

基于检索增强生成（retrieval-augmented generation，RAG）技术构建的VTE专业知识库在医学教育中具有一定应用价值，但其应用边界尚不明确。未来应通过构建涵盖教学法、亚专科及科研数据的“知识库矩阵”，进一步提升其在真实医学教育场景中的应用效果。

Abstract

Objective

To construct a venous thromboembolism (VTE) knowledge base based on retrieval-augmented generation powered by a large language model

and evaluate its effectiveness in medical education.

Methods

A three-layer corpus consisting of evidence-based information

expert experience

and real-world cases was used to build the VTE knowledge base on the Tencent IMA platform. Evidence grading

version control

and human-AI collaborative review were performed. A mixed-methods design was used. For the learner pathway

a cross-sectional survey was used to evaluate the experience of medical students and non-specialist healthcare workers (

=131) in clinical decision support

knowledge question answering

and resource recommendation. For the teacher pathway

a single-blind randomized controlled design was used to evaluate the effectiveness of application among vascular surgery teachers (

=19) in lesson planning

case discussion

and assisted exam item generation. Statistical analyses were performed using R 4.5.0. Categorical data were described using frequencies and proportions; Likert scale scores were described using medians and interquartile ranges. Inter-group comparisons were performed using the Kruskal-Wallis

test

Friedman test

and Wilcoxon signed-rank test.

Results

The learner pathway showed that the knowledge base performed well in standardized tasks

with median satisfaction scores of 4.00 (interquartile range: 4.00-5.00) across dimensions

although the evidence-based credibility score was relatively low. The teacher pathway showed that the application effectiveness was task-dependent. For convergent tasks such as lesson planning

intensive use of the knowledge base had slightly higher applicability than basic use. For c

reative tasks such as assisted exam item generation

intensive use had lower applicability than basic use (

0.05).

Conclusions

The VTE knowledge base constructed based on retrieval-augmented generation has certain application value in medical education

but its application boundaries remain unclear. Future efforts should focus on constructing a knowledge base matrix that integrates pedagogy

subspecialty knowledge

and research data to further improve its application effectiveness in real medical education settings.

关键词

Keywords

references

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