临床案例驱动下的《组织工程》情境教学设计研究

Clinical Case-Driven Situated Teaching Design Research on Tissue Engineering

摘要: 《组织工程》作为生物医学工程专业体现“医工交叉”特征的核心课程之一，具有前沿性强、综合度高、概念抽象等特点，理论内容与临床实践之间长期存在一定脱节，传统以章节讲授为主的模式难以有效激发学生学习兴趣，也不利于其形成以临床问题为起点的系统性组织工程思维。本文在新医科、新工科背景下，基于本人在《组织工程》课程中的教学实践，构建了以“临床案例库”为核心的情境化教学模式。依托校医(校企)合作，设计“三维一体”的临床案例库，从临床情境、工程分析、教学引导三个维度对案例进行结构化与分级管理，并据此形成“课前案例预习–课堂情境研讨–课后拓展反思”的“案例–驱动–探究”教学流程，同时配套构建包含课堂参与、案例报告与期末案例综合应用题在内的多元化评价体系。教学实践表明，该模式能够在不削弱知识体系完整性的前提下，提高学生课堂参与度，增强其在临床情境中整合“种子细胞–支架材料–微环境调控–功能重建”等核心知识的能力，促进其临床问题分析与初步技术方案构思能力的提升，并在一定程度上强化学生对“临床需求驱动工程设计”理念的认同。期末考核中加入的案例综合应用题显示出较好区分度，能够一定程度反映学生的临床情境分析与综合运用能力。总体来看，以临床案例库为支撑的情境化教学模式有助于缩短《组织工程》课程中理论教学与临床实践之间的距离，对生物医学工程类课程的教学改革具有一定推广价值，但在案例库深度建设、评价工具精细化及长期效果追踪方面仍需持续完善。

Abstract: Tissue Engineering is a core course in biomedical engineering programs that embodies the “medicine-engineering integration” feature, yet it is characterized by highly interdisciplinary, cutting-edge and abstract content. A persistent gap exists between theoretical knowledge and clinical practice, and traditional lecture-based, chapter-oriented teaching often fails to stimulate students’ interest or foster a systematic, clinically oriented tissue engineering mindset. In the context of emerging medical and engineering education reforms in China, this study develops a clinical case-driven situated teaching model for the Tissue Engineering course, based on the author’s teaching practice. Relying on collaborations between the university and affiliated hospitals (and enterprises), a “three-dimensional” clinical case bank was constructed, in which each case is structured around three dimensions: clinical context, engineering analysis and instructional guidance, and is organized through both tissue-type and difficulty-level classifications. On this basis, a “case-driven-inquiry” teaching process was designed, consisting of pre-class case briefing and self-directed exploration, in-class situated discussion and scheme design, and post-class extension and reflection, accompanied by a diversified assessment system that integrates classroom participation, case analysis reports and case-based comprehensive items in the final examination. Teaching practice indicates that, without compromising the integrity of the knowledge system, this model enhances students’ engagement, strengthens their ability to integrate key elements such as seed cells, scaffolds, microenvironment regulation and functional reconstruction within clinical scenarios, and promotes their competence in analyzing clinical problems and proposing preliminary tissue engineering strategies. The case-based comprehensive items in the final examination demonstrate reasonable discrimination and can partly reflect students’ abilities in contextual analysis and knowledge application. Overall, the clinical case-driven situated teaching model helps narrow the gap between theory and clinical practice in the Tissue Engineering course and shows potential for broader application in biomedical engineering education, although further refinement is needed in deepening the case bank, optimizing assessment tools and tracking long-term outcomes.