{"title":"Implementing Undergraduate Medical Education Reform to Enhance Problem-Solving and Practical Skills.","authors":"Xiaolong Tang, Amin Li, Lifa Xu, Ru Cai, Shuping Zhou","doi":"10.2147/AMEP.S535339","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Undergraduate medical education in China faces significant gaps in integrating theory with practice, with 32.7% of graduates requiring remedial procedural training.</p><p><strong>Objective: </strong>To implement and evaluate a competency-based reform targeting problem-solving and practical skills.</p><p><strong>Methods: </strong>In a single-center RCT (Anhui, China; 2023-2024), 180 medical undergraduates were randomized to control (traditional pedagogy, n = 90) or intervention groups (reformed curriculum: 40% practice-oriented content, integrated PBL/TBL/CBT). Assessments used OSCE-aligned tools (clinical checklists: Cronbach's α = 0.89; case analysis rubrics: κ = 0.85).</p><p><strong>Results: </strong>Intervention group showed significant improvements: theoretical scores (78.7 ± 3.9 vs 68.3 ± 4.8; t = -17.78, <i>P</i> < 0.01, d = 2.39); clinical skill excellence (80.4% vs 60.2%; χ² = 25.93, <i>P</i> < 0.001, OR = 2.67); PBL adaptability (70.1% vs 42.3%; χ² = 9.0, <i>P</i> < 0.05).</p><p><strong>Conclusion: </strong>This reform bridges theory-practice gaps and enhances clinical decision-making, requiring institutional support for scalability.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1469-1480"},"PeriodicalIF":1.7000,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12375350/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Medical Education and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2147/AMEP.S535339","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Undergraduate medical education in China faces significant gaps in integrating theory with practice, with 32.7% of graduates requiring remedial procedural training.
Objective: To implement and evaluate a competency-based reform targeting problem-solving and practical skills.
Methods: In a single-center RCT (Anhui, China; 2023-2024), 180 medical undergraduates were randomized to control (traditional pedagogy, n = 90) or intervention groups (reformed curriculum: 40% practice-oriented content, integrated PBL/TBL/CBT). Assessments used OSCE-aligned tools (clinical checklists: Cronbach's α = 0.89; case analysis rubrics: κ = 0.85).
Results: Intervention group showed significant improvements: theoretical scores (78.7 ± 3.9 vs 68.3 ± 4.8; t = -17.78, P < 0.01, d = 2.39); clinical skill excellence (80.4% vs 60.2%; χ² = 25.93, P < 0.001, OR = 2.67); PBL adaptability (70.1% vs 42.3%; χ² = 9.0, P < 0.05).
Conclusion: This reform bridges theory-practice gaps and enhances clinical decision-making, requiring institutional support for scalability.