Optimizing Laboratory Diagnostics Education: Research on the Doctor-Patient-Technician Integrated Teaching Model Based on Medical STEM Concepts.

Abstract

Objectives: This study aims to reform and optimize laboratory diagnostics education by developing an innovative teaching model based on M-STEM (Medical Science, Technology, Engineering, and Mathematics).

Methods: Students majoring in clinical medicine at South China University of Technology were included in this study and were randomly assigned to either a traditional group or an M-STEM learning group. The M-STEM instructional design emphasized interdisciplinary integration, role-based learning, and hands-on inquiry. Both quantitative data and qualitative feedback were collected to evaluate learning outcomes and teaching effectiveness.

Results: For laboratory lectures, the proportion of students who were very satisfied was significantly higher in the M-STEM group compared to the traditional group (79.3% vs 51.6%, P = .025). All participants in the M-STEM group expressed approval of the learning design, while those in the traditional learning group did not reach a full consensus. Both groups demonstrated a relatively low willingness to engage in course design (61.0%). A survey on students' participation in curriculum design revealed that when confronting complex clinical problems, students were most inclined to seek assistance from professionals in the roles of doctors and laboratory technicians. When queried about which interdisciplinary integration is likely to offer greater support, students from both groups predominantly selected social psychology. Nevertheless, there existed a notable difference: the proportion of students in the traditional group who opted for economics was significantly higher than that in the M-STEM group (32.3% vs 10.3%, P = .04). In contrast, M-STEM students tend to focus more on integrating key disciplines and are reluctant to involve an excessive number of disciplines.

Conclusion: The M-STEM pedagogy can stimulate students' interest and promote multidisciplinary integration, enabling learners to gain a deeper understanding of the disease and develop effective solutions.