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An RQMN Integrated Teaching Model to Improve Clinical Competence in Undergraduate Internal Medicine Education: A
Haoruo Zhang1,2, Liqi Liao2, Rui Cao1
1Department of Cardiology, First Affiliated Hospital of Harbin Medical University, Harbin, Heilongjiang, China.
Journal of Medical Education and Curricular Development
|July 29, 2026
Summary
The RQMN integrated teaching model improved medical students' clinical skills and learning experiences without affecting theoretical knowledge. This model shows promise for enhancing practical competence in medical education.
Area of Science:
- Medical Education
- Clinical Skills Development
- Internal Medicine Training
Background:
- Integrating theoretical knowledge with practical application is a persistent challenge in internal medicine education.
- Effective teaching models are needed to bridge the gap between classroom learning and clinical practice for medical students.
Purpose of the Study:
- To evaluate an integrated teaching model, the RQMN (Role playing, Question raising, Making diagnostic and therapeutic plans, Novice clinical apprenticeship), for its effectiveness in facilitating the transfer of learning to clinical practice.
- To assess the impact of the RQMN model on undergraduate medical students' clinical competence and learning experiences.
Main Methods:
- Eighty undergraduate medical students were randomized into either the RQMN integrated teaching model group or a control group receiving conventional instruction.
- Outcomes were measured using clinical competence evaluations and questionnaires assessing learning experience and teaching quality immediately post-course and post-clerkship.
Main Results:
- The RQMN group showed no significant difference in theoretical examination scores compared to the control group.
- Significant improvements were observed in the RQMN group for practice-oriented skills like history taking, physical examination, communication, clinical judgment, and medical record writing (P < 0.05).
- Students in the RQMN group reported enhanced learning interest, self-directed learning, teamwork, clinical reasoning, and practical skills (P < 0.05) with higher overall satisfaction.
Conclusions:
- The RQMN integrated teaching model demonstrated short-term benefits in specific clinical skills and learning experiences.
- Theoretical knowledge retention was maintained, suggesting the model effectively enhances practical competence without compromising academic performance.
- Further research with delayed follow-up is recommended to assess the long-term retention and transferability of these clinical gains.