WANG Zhengdong, ZHANG Zhong, CHEN Yao, XIE Ling, WANG Hongbo, YAN Nan, YU Xiaotong, REN Fu
Researches in Higher Education of Pharmacy. 2025, 43(2): 81-86,97.
To
enhance the professional competency of medical students, the research team
introduced a student-centered teaching concept, integrating diversified
teaching models such as Team-Based Learning (TBL) and flipped classroom. Two
randomly selected classes from the same theoretical course of clinical
speciality were chosen for comparison: the control class adopted traditional
lecture-based teaching, while the experimental class implemented the
diversified teaching model. The grades showed no significant difference in
regular assessments and practical exams, but the experimental class achieved
significantly higher final scores. Questionnaire results indicated that the
experimental class outperformed the control in teamwork, communication,
self-directed and lifelong learning abilities as well as anatomical skills. The
competency-oriented, teacher-guided, and student-led diversified teaching model
effectively enhances students’ overall abilities in systemic anatomy practical
teaching. Innovations of this model include front-loading knowledge acquisition
through the flipped classroom, reinforcing teamwork via TBL, and improving
clinical thinking through PBL case studies, thus forming a“self-learning - team discussion - clinical application”closed-loop development system that breaks through the limitations of
traditional lectures. However, there are also problems such as students' lack
of initiative in the diversified teaching model and difficulties in refining
key points when searching for resources.
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