Bridging Basic and Clinical Medicine: A Combi-Method Approach to Pathophysiology Education.

Area of Science:

• Medical Education
• Pathophysiology
• Curriculum Development

Background:

• Traditional lecture-based learning dominates medical education in China, lacking dynamic evaluation.
• Innovative methods are explored to align with the "Healthy China 2030" initiative for integrated, competency-based medical education.

Purpose of the Study:

• To evaluate the effectiveness of a novel Combi-Method instructional model for pathophysiology.
• To compare the Combi-Method with traditional instruction in enhancing medical students' knowledge and clinical reasoning.

Main Methods:

• Sixty third-year medical students were divided into traditional and Combi-Method groups.
• The Combi-Method integrated problem-based learning (PBL), case-based learning (CBL), team-based learning (TBL), and seminars using real-world clinical cases.
• Knowledge acquisition was assessed via pre- and post-class quizzes, including case studies on organ insufficiency.

Main Results:

• Both groups had comparable baseline characteristics.
• The Combi-Method group showed significantly higher scores in renal and pulmonary insufficiency assessments.
• The Combi-Method group demonstrated superior clinical reasoning and knowledge application skills.

Conclusions:

• The Combi-Method is an effective instructional model for pathophysiology, enhancing understanding and clinical reasoning.
• This approach supports competency-based medical education and its integration into undergraduate curricula.