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Leatemia, L.D., Compen, B., Dolmans, D.H.J.M., van Merrienboer, J.J.G. and Susilo, A.P. (2024) Situations That Prompt Teachers in Problem-Based Curricula to Reflect on Their Beliefs, Identity and Mission. Medical Teacher.
https://doi.org/10.1080/0142159x.2024.2316853

has been cited by the following article:

• TITLE: Innovative Application and Effect Evaluation of Participatory Teaching in Pathophysiology

  AUTHORS: Hongying Ma

  KEYWORDS: Participatory Teaching, Pathophysiology, Reform, Implementation, Talent Training

  JOURNAL NAME: Open Journal of Applied Sciences, Vol.14 No.11, November 18, 2024

  ABSTRACT: Pathophysiology, as a bridge discipline connecting basic medicine and clinical medicine, occupies an important position in medical education. Traditional teaching of pathophysiology has certain limitations, such as overly emphasizing the imparting of theoretical knowledge and imprisoning students in a state of separation between teaching and learning, as well as between learning and application. Participatory teaching is student-centered, emphasizing interaction between teachers and students, as well as communication and cooperation among students. It can improve students’ abilities to utilize information, express themselves, and analyze comprehensively, cultivate their teamwork spirit, help break the limitations of traditional teaching, and improve the quality of pathophysiology teaching.