[Teaching practice of the problem-based hands-on inquiry-based comprehensive experiment of blood-borne protozoa
1Department of Pathogenic Biology, School of Basic Medical Sciences, Suzhou Medical College of Soochow University, Suzhou, Jiangsu 215123, China.
Abstract:
Cultivating and inspiring students' interests in performing experiments and improving students' diagnostic skills and scientific research capability for infectious diseases like malaria are critical to comprehensive experimental teaching of morphology. Consequently, Soochow University initiated a problem-based hands-on inquiry-based comprehensive experiment program of blood-borne protozoa infections and diagnosis, which took students in the "5 + 3" integrated program of clinical medicine as the teaching targets, and it consisted of three parts: pre-class, in-class, and post-class. Before the experimental curriculum, students learned the theoretical knowledge and the process of modeling Plasmodium berghei and Babesia microti infections in mice through online course and virtual simulation experiments, and during the experimental curriculum, students performed exploratory experiments on differential diagnosis of P. berghei and B. microti infections with pathogenic and serological tests. After the experimental curriculum, students performed molecular biological testing and extracurricular scientific research project training through open experiments. A questionnaire survey was conducted among 99 students in the "5 + 3" integrated training program of clinical medicine in batch 2021, and a total of 93 valid questionnaires were retrieved, with a questionnaire recovery rate of 93.94%. Questionnaire survey showed that 70.97% (66/93), 70.97% (66/93), 77.42% (72/93), 70.97% (66/93), and 83.87% (78/ 93) of the students strongly agreed with the five statements in the questionnaire respectively, namely "high interest in learning during the experiment", "reasonable experimental content settings and good classroom atmosphere";, "teachers were good at guiding students' practice and thinking", "students were the main body of the classroom during the experiment" and "Comprehensive experiments had better teaching effects than traditional verification experiments", indicating that the problem-based hands-on inquiry-based comprehensive experiment teaching has enhanced students' learning interest, spirit of inquiry, innovative thinking, and teamwork ability.
