Zhang Shihui, Zhu Qin, Sun Qiuyu, Ni Jianan, Lei Yuxin, Guo Wenjie, Han Yanmin, Cai Lin
Department of Biopharmaceuticals, School of Pharmaceutics Sciences, Wenzhou Medical University, Wenzhou, 325035, China.
Department of Computer and Information Management, School of Information and Engineering, Wenzhou Medical University, Wenzhou, China.
BMC Med Educ. 2025 Apr 14;25(1):528. doi: 10.1186/s12909-025-07112-y.
Pharmaceutical graduate education often faces a gap between basic theoretical knowledge and the practical realities of drug research, resulting in a limited understanding of new drug development among graduate students. Therefore, it is necessary to implement pharmaceutical education based on the principles and practices of translational medicine to help students gain a deeper understanding of the drug development process and to cultivate professionals capable of translating basic research findings into clinical applications.
Pharmaceutical graduate students at Campus A (172 students) were taught using traditional methods, while students at Campus B (203 students) were taught using a reformed approach. The reformed class focused on building an interdisciplinary teaching team, selecting faculty with experience in new drug development and a background in translational medicine, to strengthen the connection between clinical and basic research. Additionally, the course content was designed to reflect the latest advancements in the field, breaking away from traditional textbooks. Various disease models were used to explain the application of translational medicine in pharmacy. The course employed a variety of teaching methods, including theoretical lectures, interactive seminars, case discussions, and expert-led workshops, to enhance students' understanding of cutting-edge topics and stimulate innovative thinking while addressing real-world clinical issues. Finally, the assessment focused on process-oriented evaluation, using group presentations, literature reviews, and other diverse methods to comprehensively assess both academic and practical abilities.
The comparison of theoretical knowledge exam scores (converted to a percentage scale) between the traditional and reformed class revealed a statistically significant difference (P < 0.05), indicating that students in the reformed class had a better grasp of the theoretical knowledge. In the innovative drug development proposal project, the traditional class consisted of 17 teams, while the reformed class had 20 teams. The independent t-test showed a significant difference in the average scores between the two groups (P < 0.01), suggesting that the reformed class developed stronger drug development strategies based on clinical problems. Furthermore, the results of the student satisfaction survey indicated that students in the reformed class responded positively to the new teaching methods, with only a single-digit number of students reporting dissatisfaction, indicating broad acceptance.
The reform of the pharmaceutical graduate course "Biopharmaceuticals and Translational Medicine," based on the principles of translational medicine, not only enhances students' understanding of the drug development process but also better prepares them for careers in pharmaceutical research and clinical applications.
药学研究生教育常常面临基础理论知识与药物研究实际情况之间的差距，导致研究生对新药开发的理解有限。因此，有必要基于转化医学的原则和实践开展药学教育，以帮助学生更深入地理解药物开发过程，并培养能够将基础研究成果转化为临床应用的专业人才。
A校区的172名药学研究生采用传统方法授课，而B校区的203名学生采用改革后的方法授课。改革后的课程重点是组建跨学科教学团队，挑选具有新药开发经验和转化医学背景的教师，以加强临床与基础研究之间的联系。此外，课程内容旨在反映该领域的最新进展，摆脱传统教科书的束缚。使用各种疾病模型来解释转化医学在药学中的应用。该课程采用了多种教学方法，包括理论讲座、互动研讨会、案例讨论和专家主导的工作坊，以增强学生对前沿主题的理解，并在解决实际临床问题的同时激发创新思维。最后，评估侧重于过程导向的评价，采用小组展示、文献综述等多种方法全面评估学术和实践能力。
传统班级和改革后班级的理论知识考试成绩（换算为百分制）比较显示出统计学上的显著差异（P < 0.05），表明改革后班级的学生对理论知识掌握得更好。在创新药物开发提案项目中，传统班级有17个团队，改革后班级有20个团队。独立样本t检验显示两组平均得分存在显著差异（P < 0.01），表明改革后班级基于临床问题制定了更强有力的药物开发策略。此外，学生满意度调查结果表明，改革后班级的学生对新教学方法反应积极，只有个位数的学生表示不满，表明广泛接受。
基于转化医学原则对药学研究生课程“生物制药与转化医学”进行的改革，不仅增强了学生对药物开发过程的理解，还使他们更好地为从事药学研究和临床应用职业做好准备。
