Application of the MINI concept in an innovative teaching model for obstetrics and gynecology

Ma Jun; Jiang Meng; Tang Yujing; Jin Yue; Lu Xiuqing; Shi Jun

doi:10.3760/cma.j.cn116021-20260122-02350

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Application of the MINI concept in an innovative teaching model for obstetrics and gynecology

更新时间：2026-08-01

- Application of the MINI concept in an innovative teaching model for obstetrics and gynecology
- Chinese Journal of Medical Education Research Pages: 1-9(2026)
- 作者机构：
  
  上海交通大学医学院附属仁济医院妇产科，上海 200127
- 作者简介：
  
  Shi Jun, Email: color_windy819@163.com
- 基金信息：
- DOI：10.3760/cma.j.cn116021-20260122-02350
  CLC： R-0;R-4;R71
- Received：22 January 2026，
  
  Online First：01 August 2026，
- 稿件说明：
移动端阅览
Ma Jun, Jiang Meng, Tang Yujing, et al. Application of the MINI concept in an innovative teaching model for obstetrics and gynecology[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-9.
DOI：

Ma Jun, Jiang Meng, Tang Yujing, et al. Application of the MINI concept in an innovative teaching model for obstetrics and gynecology[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-9. DOI： 10.3760/cma.j.cn116021-20260122-02350.

摘要

目的

医学教育正面临从传统模式向信息化、智能化转型的关键时期。本文首次提出MINI[即模块化（modular）、智能化（intelligent）、新媒体（new media）、沉浸式虚拟仿真（immersive simulation）]医学教学理念，即融合模块化教学、智能化支持、新媒体资源和沉浸式虚拟仿真训练，构建以学生为中心的妇产科学教学模式。

方法

本研究以上海交通大学医学院附属仁济医院妇产科学课程为教学实践载体，围绕知识模块重组、AI辅助学习系统、新媒体资源建设及虚拟仿真训练开展系统化教学改革。采用历史对照设计，比较传统教学组（

=32）与教学改革组（

=30）学生的客观学业成绩和课程质量评价。偏态数据以中位数

（

，

）表示，组间比较采用Mann-Whitney

检验。

结果

教学改革组妇产科实习成绩高于传统教学组[81.91（78.82，84.26）分 vs. 77.15（74.62，80.35）分，

=247.00，

0.001

]

，客观结构化临床考试（objective structured clinical examination，OSCE）成绩也高于传统教学组[87.00（83.25，90.00）分 vs. 83.50（81.75，86.25）分，

=309.50，

=0.016

]

。课程质量评价中，教学组织与清晰性、师生支持与互动、学习资源与学习支持3个维度的评分均高于传统教学组（均

0.05）。

结论

研究表明，基于MINI理念的教学体系有助于提升学生临床核心技能和课程学习体验，可为数智化教学背景下妇产科教学模式改革提供实践参考。

Abstract

Objective

Medical education is at a critical stage of transition from traditional models toward digital and intelligent approaches. This article proposes

for the first time

the MINI (modular

intelligent

new media

immersive simulation) medical teaching concept

which integrates modular teaching

intelligent support

new media resources

and immersive virtual simulation training to construct a student-centered teaching model for obstetrics and gynecology.

Methods

Taking the obstetrics and gynecology course at Renji Hospital

Shanghai Jiao Tong University School of Medicine

as the teaching practice platform

a systematic teaching reform was carried out focusing on knowledge module restructuring

an artificial intelligence-assisted learning system

new media resource development

and virtual simulation training. A historical control design was adopted to compare objective academic performance and course quality evaluation between the traditional teaching group (

=32) and the teaching reform group (

=30). Skewed data were expressed as

(

)

and between-group comparisons were performed using the Mann-Whitney

test.

Results

The teaching reform group achieved higher obstetrics and gynecology internship scores than the traditional teaching group [81.91 (78.82

84.26) vs. 77.15 (74.62

80.35)

=247.00

0.001

]

and also had higher objective structured clinical examination scores [87.00 (83.25

90.00) vs. 83.50 (81.75

86.25)

=309.50

=0.016

]

. In the course quality evaluation

scores for the three dimensions of teaching organization and clarity

teacher-student support and interaction

and learning resources and learning support were all higher in the teaching reform group than in the traditional teaching group (all

0.05).

Conclusions

The study shows that the MINI-based teaching system helps improve student core clinical skills and course learning experience

and provides a practical reference for the reform of obstetrics and gynecology teaching models in the context of digital and intelligent education.

关键词

Keywords

references

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