ArticleAdvances in medical education and practice2026
A Case-Driven and Knowledge Graph-Supported Approach to Pathology Education: Effects on Knowledge Retention and Clinical Reasoning.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Objective: Given the issues of knowledge fragmentation and insufficient clinical reasoning associated with traditional linear pathology teaching, this study developed and evaluated a "case-driven, knowledge-graph-supported" curriculum restructuring model. The model was designed to shift the instructional approach from a discipline‑centric logic toward a clinical diagnostic reasoning framework. Methods: Fifty-four five-year clinical medicine undergraduates at Peking University Health Science Center participated. Using clinical cases as the organizing framework, the "Urinary System Pathology" course was restructured into a knowledge graph-supported progressive learning framework. A mixed-methods evaluation design was adopted to comprehensively assess teaching effectiveness, including three in-session formative tests, a 14-day delayed knowledge retention assessment, and a structured student learning experience questionnaire. Results: Students showed significant improvements across the three immediate in-session formative tests, with median percentage scores of 76.6%, 87.8%, and 85.9%, respectively ( Conclusion: The proposed model was associated with improved student performance in our cohort. These preliminary findings suggest potential benefits for addressing knowledge fragmentation and inert knowledge in pathology education. However, controlled studies are needed to establish causality. In addition, the pacing challenges identified in this study highlight the need for continued curriculum refinement to balance the benefits of case-based learning against the cognitive demands it places on students. Future studies should also adopt multi-center longitudinal designs with control groups to further examine the long-term learning transfer and sustained educational effects of this teaching model.
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