Exploring the Path of Knowledge Integration Across Multiple Systems Diseases in PBL Teaching—Based on the Experience of Constructing Cases for School-Level Quality Engineering Projects

Abstract

Abstract: Based on a university-level quality engineering program“PBL teaching case construction project—‘unbearable'disease”, this study explores the implementation path of multi-system disease knowledge integration in the Problem-Based Learning (PBL) model of integrated PBL for multiple system diseases course. Taking real clinical cases as the core, the integrated PBL for multiple system diseases course integrates multidisciplinary content such as anatomy, physiology, and pathology, and adopts a dual-tutor collaborative guidance mechanism. Phased practice shows this path effectively enhances students'knowledge integration ability, clinical thinking, and autonomous learning skills, while advancing teachers'teaching role transformation and professional development. Still in the improvement stage, the course will further incorporate the new medical science concept, expand medical case resources, and integrate virtual simulation technology to offer practical reference for training interdisciplinary medical talents.

Key words: PBL teaching, Multi-system diseases, Dual-mentor collaborative guidance, Clinical, New medicine, Knowledge integration

CLC Number:

G642
R-4

CHEN Wei, PENG Yao, SHENG Shouqin. Exploring the Path of Knowledge Integration Across Multiple Systems Diseases in PBL Teaching—Based on the Experience of Constructing Cases for School-Level Quality Engineering Projects[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2026, 9(8): 154-156.

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