Abstract:

 The "Jieping Class" program at Capital Medical University aims to cultivate leading medical talents and outstanding "physician-scientists" with top-tier innovative capabilities and scientific research literacy. Pathology, serves as one of the core courses in this program. To enhance teaching effectiveness, the faculty has formed a course teaching group, created ideological and political micro-lessons, and adopted diversified teaching methods represented by problem-based learning (PBL). The basic-clinical linkage and multi-disciplinary teaching mode in the PBL classroom were initially explored. Additionally, innovative strategies such as "mini flipped classrooms" and "image-based quiz challenges" were adopted to address teaching difficulties. For the assessment, the team implemented regular performance evaluations that focus on the cultivation of innovation, critical thinking, and collaboration abilities, as well as final exams that emphasize clinical thinking and problem-solving skills. The data from two rounds of teaching show significant improvements in student satisfaction, comprehensive application of knowledge, clinical thinking, and communication and collaboration abilities. Compared with the professional training goals, students' self-evaluations have significantly improved. In the final exams, there were significant improvements in final scores, open-ended question scores, and English question scores. The above teaching practices have provided substantial empirical data for the teaching of basic disciplines in the high-level medical talent training system, and also offered certain insights and references for the teaching reform of institutions of higher medical education.

Key words:  , physician scientist｜pathology teaching｜ Jieping Class｜ teaching innovation｜problem-based learning｜ "basic-clinical" linkage mode｜mini flipped classrooms