TITLE:
The Exploration of Integrating EBLM into Clinical Laboratory Practice by TBL Based on Clinical and Laboratory Collaboration at OSBCM
AUTHORS:
Rong Liu
KEYWORDS:
Clinical Laboratory Practice, Evidence-Based Laboratory Medicine, Organ-System-Based Curriculum Model, Team-Based Learning, Clinical and Laboratory Collaboration
JOURNAL NAME:
Open Journal of Applied Sciences,
Vol.15 No.9,
September
18,
2025
ABSTRACT: With the rapid development of artificial intelligence (AI) technologies, AI is widely applied in teaching, learning and clinical practice. Although AI shows some potential in enhancing working efficiency, there are some challenges such as the data accuracy and ethical considerations. Therefore, we should focus on the dominant role of HI (Human Intelligence) in inspiration teaching and clinical practice. The teaching reform of OSBCM in clinical laboratory practice adapts to the needs of closely linking clinical laboratory medicine with clinical medicine, and promotes the awareness of early clinical, multi-clinical and repeated clinical training of clinical laboratory undergraduates, so as to improve their clinical thinking ability. Integrating evidence-based laboratory medicine (EBLM) into clinical laboratory practice contributes to cultivate the students’ ability to comprehensively self-directed learn the clinical and laboratory knowledge, search for literature, and enhance their scientific research awareness, independent scientific innovation ability, realistic spirit, thus improving their analyzing and solving problems that closely relate to clinical decision-making objectively and accurately based on clinical and laboratory evidence and lifelong learning ability. Combined teaching model of TBL, CBL and PBL based on clinical and laboratory collaboration not only stimulates students’ interest in actively learning and cultivates their collaborative spirit of mutual learning and communication, but also help develop students’ clinical thinking, logical thinking and critical thinking. It is particularly worth mentioning that the teachers need to emphasize the importance of paying attention to the specimens, quality controls, instruments, relevant clinical laboratory inspections, clinical main symptoms, medical history, imaging examination and other inspections. The teachers especially encourage the clinical laboratory undergraduates to dynamically monitor changes of important indicators in clinical laboratory practice. If consistent, further look for the crucial clinical evidence to support them; otherwise, if inconsistent, identify the interferences and manage them to get the correct results, so as to help make right diagnosis. The exploration paves the way for clinical laboratory undergraduates’ future clinical practice and scientific research, so as to improve their post competency after graduation.