The Exploration and Practice of a Diversified and Integrated Teaching Model in Developmental Biology in the New Medicine Era

Developmental Biology, as a key interdisciplinary field bridging fundamental biology and medicine, investigates the molecular and cellular regulatory mechanisms underlying the progression of multicellular organisms from a fertilized egg to a fully formed individual. To address the mismatch between traditional teaching models and the evolving needs of medical education, the School of Basic Medical Sciences at Zhejiang University has implemented comprehensive teaching reform in the course Genetics and Development (II) (Developmental Biology), aiming to cultivate outstanding and innovative medical talents. The reform advances along three major dimensions: course content, teaching approaches, and assessment system. In terms of content, a three-tier framework (“Fundamentals-Advanced Topics-Frontiers”) has been established, integrating the latest scientific progress with representative disease cases to reinforce the course’s cutting-edge nature and its relevance to medicine. Methodologically, a “four-elements” teaching model has been introduced, engaging students in group-based collaboration and micro-research projects centered on real clinical problems, thereby fostering critical thinking, research literacy, and teamwork skills. In assessment, a process-oriented, diversified evaluation system has been implemented to comprehensively reflect students’ learning outcomes and overall competencies. Feedback indicates that this reform has markedly enhanced students’ interest, initiative, and systemic analytical ability, achieving deep integration between fundamental biological knowledge and the objectives of medical education. It thus provides a replicable model for cultivating high-level medical professionals.

CSTR: 32200.14.cjcb.2026.02.0020