Abstract
OBJECTIVE: There were serious problems in the implementation process of basic medical experimental teaching, such as simple content and low innovation of experimental projects, which affected the cultivation of students' basic medical experimental skills and innovative abilities. Regarding the existing issues, we constructed the research feedback experimental teaching model (RFETM) and evaluated its teaching effectiveness. METHOD: We reformed the traditional experimental teaching mode (TETM) and constructed RFETM. Undergraduate students from six classes of the 2023 clinical major of integrated traditional Chinese and Western medicine at Anhui University of Chinese Medicine were included in this study and divided into a control group (Classes 1-3, 197 students) and an experimental group (Classes 4-6, 193 students). The control group adopted the TETM, while the experimental group adopted the newly constructed RFETM. The teaching effectiveness of RFETM were evaluated through basic medical experimental skills assessment (BMESA) and questionnaire survey. RESULT: We constructed RFETM from the teaching syllabus, experimental teaching projects (derived from the research results of our institution), teaching assessment, teaching conditions, and textbook compilation. There was no difference in the population composition and experimental technical background between the two groups of students, which did not interfere with the statistical results of this study. The experimental group's students scored significantly higher than the control group in the BMESA and RFETM questionnaire surveys. Open-ended comments showed that students have high evaluations of RFETM and believed that the RFETM reform was successful. CONCLUSION: This study indicated that RFETM significantly improved the basic medical experimental skills of medical undergraduate students and promoted their innovation ability. CLINICAL TRIAL NUMBER: Not applicable.