Innovative practice of seminar-style functional experimental teaching in smart laboratory

AIM To explore the practical effectiveness of a seminar-style experimental teaching model in the Comprehensive Basic Medical Experiments course.

METHODS Five-year clinical medicine students from Air Force Medical University in the 2023 and 2024 autumn semesters were assigned as the experimental group, receiving instruction via the Seminar-style Experimental Teaching model. Students taught with the traditional model in 2021 and 2022 served as the control group. The effectiveness of the teaching reform was comprehensively evaluated using experimental scores, completion times, and questionnaire results.

RESULTS The average experimental score of the experimental group was significantly higher than that of the control group (P<0.01), and the average completion time was shorter (P<0.01). Questionnaires indicated that 95.9% of students were satisfied with the teaching quality, and 92.6% of students believed the course significantly enhanced their comprehensive practical skills. The curriculum development achievements garnered six national/provincial awards and established a replicable “High-order, Dialogic, Open-ended” experimental classroom paradigm.

CONCLUSION Seminar-style experimental teaching in smart laboratories effectively promotes the development of students' high-order cognitive abilities, enhances course rigor and innovation, and provides a practical pathway for the digital transformation of medical experimental teaching.