Comprehensive education reform in a basic medical science course in Nanjing, China

Abstract

Background: The undergraduate medical curriculum faces challenges such as a disconnect between theory and clinical practice, a lack of practical opportunities, and a single approach to teaching. Guided by the principles of competency-based education and constructivist teaching, this study explores educational reform measures using medical parasitology as an example, with the aim of enhancing students' clinical and practical skills.

Methods: Course content was dynamically updated to align with global, national, societal, and learner needs. A range of active teaching strategies was implemented, including role-playing complete parasite life cycles, case-based learning (CBL), and leveraging a clinical case database for integrated management of parasitic diseases. To promote inquiry-based learning, students engaged in completed online structured questionnaires, and produced science communication videos. Additionally, personalized learning pathways and a multidimensional evaluation framework were introduced to accommodate diverse learner profiles and monitor competency progression.

Results: The effectiveness of our teaching reform was supported by improved final examination performance. Evaluation through five targeted questionnaires covering main reforms, revealed that over 77.95% of students agreed that the reform was effective. Students created six science communication videos, designed seven different questionnaires, and collected 800 valid responses.

Discussion: The reform successfully linked theoretical learning to authentic contexts, promoting transferable skills crucial for clinical practice and public health. Moreover, the integration of digital activities enhanced scientific communication and digital literacy. However, the reform also underscored the importance of balancing innovation with structured guidance and support to optimize learning outcomes.