Innovation and Practice of Integrated Teaching Model based on Frontier Literature in the Course “Molecules and Cells”—Taking “Enzymology” as an Example
PENG Quekun1, PAN Kejian1, WANG Lan1, DENG Fengmei2, YANG Ping2, HUANG Ping2, ZHANG Weiwei2 *
“Molecules and Cells” is an integrated course formed by the fusion of “Biochemistry, Molecular Biology and Cell Biology”. The main goal of this curriculum reform in clinical specialty is to closely follow the pace of the time, implant cutting-edge biomedical theories into the teaching system, and guide students to use the knowledge they have learned to analyze the diagnosis and treatment of new diseases and cultivate students’ higher order thinking ability. This study took the enzymology content as an example to explore how to reconstruct a crosschapter (protein, enzymology and transcription) integrated teaching content system with cutting-edge literature as the carrier, disease case as the guidance, and “molecular structure-biological function-metabolism-cell fate” as the logical axis. On the one hand, the content system could help students develop the logic link of holistic knowledge through comprehensive literature cases and strengthen the use of basic knowledge by studying the key points in the literature. This content system could integrate all the “scattered” sections in the course content. On the other hand, this teaching model could build a bridge between biochemical knowledge and clinical disease treatment, expand students’ scientific vision in biomedical field, help students to establish thinking mode from theory to application, and train their ability to analyze clinical problems in order to solve the “difficulty” problem of biochemistry and clinical disconnection. Years of practice and summary from the author’s team prove that the teaching mode can substantially improve students’ comprehensive quality and has good teaching feedback. This teaching mode is thus advised to be promoted in more basic biology teaching of clinical medicine specialties.
CN
EN