人工智能联合思维引导教学在《健康评估》体格检查教学中的探索研究

张慧; 杨梓非; 赵益; 乔盈志; 陈景轩; 吕丰; 姚秀钰; 刘裕文; 马伟光

doi:10.3760/cma.j.cn116021-20251130-02251

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人工智能联合思维引导教学在《健康评估》体格检查教学中的探索研究

数智护理教育专题 | 更新时间：2026-05-02

- 人工智能联合思维引导教学在《健康评估》体格检查教学中的探索研究
- Exploration of integrating artificial intelligence with thinking-guided teaching in the physical examination component of the Health Assessment course
- 中华医学教育探索杂志 2026年25卷第4期页码：417-423
- 作者机构：
  
  1.中国医学科学院&北京协和医学院护理学院，北京 100144
  2.南方医科大学护理学院，广州 510515
- 作者简介：
  
  马伟光，Email：zy20061223@126.com
- 基金信息：
  
  北京协和医学院2025年青年医学教育骨干培训项目(2025mesp008)
- DOI：10.3760/cma.j.cn116021-20251130-02251
  中图分类号： R-05
- 收稿：2025-11-30，
  
  纸质出版：2026-04-20
- 稿件说明：
移动端阅览
张慧, 杨梓非, 赵益, 等. 人工智能联合思维引导教学在《健康评估》体格检查教学中的探索研究[J]. 中华医学教育探索杂志, 2026, 25(4): 417-423.

Zhang Hui, Yang Zifei, Zhao Yi, et al. Exploration of integrating artificial intelligence with thinking-guided teaching in the physical examination component of the Health Assessment course[J]. Chinese Journal of Medical Education Research, 2026, 25(4): 417-423.
张慧, 杨梓非, 赵益, 等. 人工智能联合思维引导教学在《健康评估》体格检查教学中的探索研究[J]. 中华医学教育探索杂志, 2026, 25(4): 417-423. DOI： 10.3760/cma.j.cn116021-20251130-02251.

Zhang Hui, Yang Zifei, Zhao Yi, et al. Exploration of integrating artificial intelligence with thinking-guided teaching in the physical examination component of the Health Assessment course[J]. Chinese Journal of Medical Education Research, 2026, 25(4): 417-423. DOI： 10.3760/cma.j.cn116021-20251130-02251.

摘要

目的

探讨生成式人工智能（artificial intelligence，AI）联合思维引导教学方式在《健康评估》体格检查教学中对护生学习效果和思维能力的影响。

方法

采用类实验设计，以2个既有教学班（共136人）为研究对象。根据教学资源安排，对其中一个班（69人）实施“生成式AI联合思维引导”教学模式，对另一个班（67人）实施常规教学。研究资料通过《健康评估》理论知识测试卷、体格检查技能操作考核表、体格检查学习成果质量评价表及简化版评判性思维量表进行收集，并采用SPSS 27.0进行统计分析。

结果

①生成式AI联合思维引导教学模式组的学习成果质量总分高于常规教学组（74.13±9.18 vs. 66.80±11.91，

=2.91，

=0.005），且在学习成果的流程完整性与准确性（14.78±0.54 vs. 13.66±2.21，

=2.92，

=0.006）、临床意义理解（14.08±1.59 vs. 13.03±2.61，

=2.05，

=0.045）、归纳拓展（12.97±1.98 vs. 11.57±2.77，

=2.46，

=0.016）、应用分析维度（11.97±2.81 vs. 10.11±3.59，

=2.43，

=0.018）的得分均高于常规教学组；②生成式AI联合思维引导教学模式组的体格检查技能操作成绩显著高于常规教学组（93.76±3.64 vs. 91.77±6.29，

=2.04，

=0.045），但在理论知识成绩方面与常规教学组差异无统计学意义（84.38±7.87 vs. 82.48±9.07，

=1.30，

=0.194）；③生成式AI联合思维引导教学模式组与常规教学组的评判性思维总分及各维度得分差异均无统计学意义（123.94±11.62 vs. 124.22±12.44，

=-1.53，

=0.130）。

结论

生成式AI联合思维引导干预在《健康评估》体格检查课程中具有一定的正向促进作用，但AI作为一种教学支持工具，其优化学习过程的教学价值仍有待在更多课程中验证。

Abstract

Objective

To explore the effects of a generative artificial intelligence (AI) combined with thinking-guided teaching approach on nursing student learning outcomes and thinking abilities in the physical examination component of the Health Assessment course.

Methods

A quasi-experimental design was adopted to involve a total of 136 students in two existing classes. Based on the arrangement of teaching resources

one class (

=69) received the generative AI combined with thinking-guided teaching approach

while the other class (

=67) received conventional instruction. Data were collected using a Health Assessment theoretical knowledge test

a physical examination skills assessment checklist

a learning outcome quality evaluation form for physical examination

and a shortened version of the Critical Thinking Disposition Inventory. Statistical analyses were performed using SPSS 27.0.

Results

①The total score for learning outcome quality in the generative AI combined with thinking-guided teaching group was significantly higher than that in the conventional teaching group (74.13±9.18 vs. 66.80±11.91

=2.91

=0.005). Moreover

the generative AI combined with thinking-guided teaching group scored higher than the conventional teaching group in the dimensions of process integrity and accuracy (14.78±0.54 vs. 13.66±2.21

=2.92

=0.006)

understanding of clinical significance (14.08±1.59 vs. 13.03±2.61

=2.05

=0.045)

summarization and extension (12.97±1.98 vs. 11.57±2.77

=2.46

=0.016)

and application and analysis (11.97±2.81 vs. 10.11±3.59

=2.43

=0.018). ②The physical examination skills score of the generative AI combined with thinking-guided teaching group was significantly higher than that of the conventional teaching group (93.76±3.64 vs. 91.77±6.29

=2.04

=0.045). However

there was no statistically significant difference in theoretical knowledge scores between the two groups (84.38±7.87 vs. 82.48±9.07

=1.30

=0.194). ③No statistically significant differences were observed in the total score of critical thinking or its dimension-specific scores between the two groups (123.94±11.62 vs. 124.22±12.44

=-1.53

=0.130).

Conclusions

The generative AI combined with thinking-guided intervention promoted the teaching outcomes of the physical examination component of the Health Assessment course. However

the teaching value of AI as a teaching-assistant tool to optimize the learning process still needs to be validated in more courses.

关键词

Keywords

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