Integrating Basic Science Teachers and Clinicians in Problem-Based Learning: An Exploratory Study of a SMART Principle–Guided Co-Teaching Model
Abstract
Abstract Background: Problem-based learning (PBL) integrates foundational biomedical knowledge with clinical application, fostering clinical reasoning. In many Chinese medical universities, preclinical PBL is mainly facilitated by basic medical science faculty, whose limited clinical experience may restrict discussions on real-world diagnosis and treatment. Co-teaching with clinicians offers complementary expertise, but without structured guidance it may create role ambiguity or undermine self-directed learning. The SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) provides a structured approach to clarify teaching objectives and enhance knowledge integration.
Objective:: This study evaluated a SMART-guided co-teaching model combining basic science teachers and clinicians in a lung cancer PBL module, assessing its impact on learning efficiency, integration of basic and clinical knowledge, and students’ intrinsic motivation.
Methods:: In a single-center, parallel-group randomized trial, 72 preclinical medical students were assigned to an intervention group (co-taught PBL with SMART objectives) or a control group (traditional PBL). Both groups used identical materials and comparable clinical cases. The three-week module involved weekly 2-3-hour sessions. Post-intervention evaluation included multiple-choice questions, learning experience questionnaire, and semi-structured interviews. All other curricular conditions were standardized.
Results:: Both…
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Evidence Hub reads this as a randomized trial, done in people. Its evidence level is 2 of 5 (High · randomized trial). Randomized trials of a reasonable size are the strongest single-study design.
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