基于CKM理念的《生物化学与分子生物学》PBL融合教学改革与实践探索

吴依婷; 钟林杉; 丁琳; 傅珒; 姜绮霞

doi:10.3760/cma.j.cn116021-20251023-02227

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基于CKM理念的《生物化学与分子生物学》PBL融合教学改革与实践探索

教学改革 | 更新时间：2026-07-27

- 基于CKM理念的《生物化学与分子生物学》PBL融合教学改革与实践探索
- Reform and practice of an integrated teaching model for the course Biochemistry and Molecular Biology based on cardiovascular-kidney-metabolic concept and problem-based learning
- 中华医学教育探索杂志 2026年25卷第7期页码：823-831
- 作者机构：
  
  1.上海交通大学医学院附属第一人民医院心血管病临床医学中心，上海 200080
  2.上海交通大学医学院附属同仁医院心血管内科，上海 200336
  3.南京中医药大学医学院生物化学与分子生物学教研室，南京 210023
- 作者简介：
  
  姜绮霞，Email：732004312@shsmu.edu.cn
- 基金信息：
- DOI：10.3760/cma.j.cn116021-20251023-02227
  中图分类号： R-0;R-3;R-4
- 收稿：2025-10-23，
  
  网络首发：2026-03-05，
  
  纸质出版：2026-07-20
- 稿件说明：
移动端阅览
吴依婷, 钟林杉, 丁琳, 等. 基于CKM理念的《生物化学与分子生物学》PBL融合教学改革与实践探索[J]. 中华医学教育探索杂志, 2026, 25(7): 823-831.

Wu Yiting, Zhong Linshan, Ding Lin, et al. Reform and practice of an integrated teaching model for the course Biochemistry and Molecular Biology based on cardiovascular-kidney-metabolic concept and problem-based learning[J]. Chinese Journal of Medical Education Research, 2026, 25(7): 823-831. DOI: 10.3760/cma.j.cn116021-20251023-02227.
吴依婷, 钟林杉, 丁琳, 等. 基于CKM理念的《生物化学与分子生物学》PBL融合教学改革与实践探索[J]. 中华医学教育探索杂志, 2026, 25(7): 823-831. DOI： 10.3760/cma.j.cn116021-20251023-02227.

Wu Yiting, Zhong Linshan, Ding Lin, et al. Reform and practice of an integrated teaching model for the course Biochemistry and Molecular Biology based on cardiovascular-kidney-metabolic concept and problem-based learning[J]. Chinese Journal of Medical Education Research, 2026, 25(7): 823-831. DOI: 10.3760/cma.j.cn116021-20251023-02227. DOI：

摘要

目的

探索基于心血管-肾脏-代谢（cardiovascular-kidney-metabolic，CKM）理念的《生物化学与分子生物学》课程与以问题为基础的学习（problem-based learning，PBL）融合教学模式在临床医学专业中的应用效果。

方法

教学内容以CKM理念所构建的管理模式为框架，整合糖脂代谢、氧化应激与信号转导等核心知识模块，设计“临床情境—问题引导—自主探究—反思总结”的教学闭环。选取2023级临床医学专业84名本科生实施教学改革，并以2022级92名接受传统教学模式的学生作为对照。采用双导师制与小组协作学习，并通过形成性与终结性评价相结合的方式评估教学成效。所有数据采用SPSS 26.0进行统计分析，计量资料以均数±标准差表示，组间比较采用独立样本

检验；分类资料以频数和构成比表示，组间比较采用Pearson卡方检验。

结果

与传统教学组相比，教学改革组学生的平均成绩显著提高[（81.44±9.12）分 vs. （76.19±10.84）分，

=-3.12，

=0.002

]

，成绩结构明显优化，“优+良”高水平比例从46.74%（43/92）提升至71.43%（60/84），不及格比例下降，差异具有统计学意义（

²=11.03，

=0.001）。同时，教学改革组学生的课堂参与度显著提升，问卷调查显示，89.29%（75/84）的学生认为该课程提高了他们的学习兴趣，92.86%（78/84）的学生认可教学内容贴近临床实践。

结论

基于CKM理念的PBL融合教学有助于实现基础与临床知识的有机衔接，促进学生从“知识学习”向“能力建构”转变，为新医科背景下基础医学课程改革提供了可推广的教学范式。

Abstract

Objective

To explore the effectiveness of an integrated teaching model for the course Biochemistry and Molecular Biology based on cardiovascular-kidney-metabolic (CKM) concept and problem-based learning (PBL) in clinical medicine education.

Methods

The course content was organized using the disease-management framework established by the CKM concept

integrating core knowledge modules such as glucose and lipid metabolism

oxidative stress

and signal transduction. A closed teaching cycle of clinical scenario

problem guidance

independent inquiry

and reflective summary was designed. Eighty-four undergraduate clinical medicine students enrolled in 2023 were selected for the teaching reform

while 92 students enrolled in 2022 who received traditional teaching model served as the control group. A dual-mentor system and small-group collaborative learning were implemented. Teaching effectiveness was evaluated using a combination of formative and summative assessments. All data were analyzed using SPSS 26.0. Continuous data were expressed as mean±standard deviation and between-group comparisons were conducted using independent-samples

tests. Categorical data were presented as frequencies and percentages and between-group comparisons were performed using Pearson's chi-square test.

Results

Compared with the traditional teaching group

students in the reform group achieved significantly higher mean examination scores [(81.44±9.12) vs. (76.19±10.84)

=-3.12

=0.002

]

. The grade distribution was significantly optimized. Specifically

the proportion of high-level performance (excellent + good) increased from 46.74% (43/92) to 71.43% (60/84)

and the failure rate decreased

with a significant difference (

=11.03

=0.001). In addition

classroom engagement improved significantly in the reform group. Ques

tionnaire surveys indicated that 89.29% (75/84) of students believed that the course enhanced their learning interest

and 92.86% (78/84) agreed that the course content was closely aligned with clinical practice.

Conclusions

The integrated teaching model based on CKM concept and PBL effectively bridges basic and clinical knowledge

promotes the shift from knowledge acquisition to capability building

and provides a replicable teaching paradigm for curriculum reform in basic medical education under the New Medical Science framework.

关键词

Keywords

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