Exploring the PBL Teaching Model in Clinical Medicine Based on Core Competencies

Qingjie Meng; Yinsha Miao; Yonggang Lv

doi:10.26689/ief.v3i9.12239

Qingjie Meng Department of Breast Surgery, Northwest University Affiliated Hospital Xi’an Third Hospital, Xi’an 710000, China
Yinsha Miao Department of Teaching, Northwest University Affiliated Hospital Xi’an Third Hospital, Xi’an 710000, China
Yonggang Lv Department of Breast Surgery, Northwest University Affiliated Hospital Xi’an Third Hospital, Xi’an 710000, China

DOI: https://doi.org/10.26689/ief.v3i9.12239

Keywords: Core competencies, Clinical medicine, PBL teaching model

Abstract

The education reform oriented toward core competencies has placed new demands on the cultivation of clinical medical talents. Based on an analysis of the connotation of core competencies, this paper examines the application of core competencies in clinical medical education from the perspectives of professional competence, cognition, interpersonal skills, scientific innovation, personal development, and social dimensions. By constructing a new PBL teaching model with six core competencies as training objectives—“mastery of medical knowledge and application of clinical skills, clinical thinking and decision-making abilities, communication and teamwork, scientific research and innovation capabilities, self-regulation and lifelong learning, as well as professional ethics and humanistic care”—this study explores the deep integration of the core competencies concept into the entire process of PBL teaching in clinical medicine. It aims to provide an effective pathway for cultivating outstanding clinical medical talents that meet the demands of the new era.

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