Ruan Yan, Zhang Junlei, Wang Jiali, Jian Rui, Mei Feng, Li Hongli, Zhang Yun, Hu Qiwen, Xiao Lan, Yang Yi, Li Ming, Xiong Jiaxiang, Tian Yanping
Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Chongqing, China.
Experimental Center of Basic Medicine, College of Basic Medical Science, Army Medical University, Chongqing, China.
Front Public Health. 2025 Jul 3;13:1590832. doi: 10.3389/fpubh.2025.1590832. eCollection 2025.
Contemporary healthcare requires medical professionals with advanced scientific literacy. Current undergraduate medical curricula may not consistently develop this critical skillset. This study evaluates the effectiveness and challenges of an academic competition-based learning (ACBL) for enhancing scientific literacy in medical undergraduates.
The International Genetically Engineered Machine (iGEM) Competition based program was developed using a two-round modified Delphi study. 30 students participated in an iGEM-based academic competition during 18 months. Scientific literacy domains were assessed through validated questionnaires during a five-year follow-up period.
iGEM participants demonstrated significantly greater improvement in literature review, experimental design, technical execution, presentation skills, and research management compared to controls ( < 0.01). Significant gains were observed in scientific knowledge acquisition and scientific reasoning ( < 0.01). Scores for active learning, critical thinking, and collaborative communication were significantly higher in the iGEM group ( < 0.05). Participants identified laboratory resources, space, equipment and funding as primary implementation constraints.
ACBL is an innovative and effective strategies to develop students' scientific literacy for professional competitiveness, which highlights the potential of ACBL as a transformative approach in medical education.
当代医疗保健需要具备先进科学素养的医学专业人员。当前的本科医学课程可能无法始终如一地培养这一关键技能集。本研究评估了基于学术竞赛的学习（ACBL）在提高医学本科生科学素养方面的有效性和挑战。
基于国际基因工程机器大赛（iGEM）的项目是通过两轮改进的德尔菲研究开发的。30名学生在18个月内参加了基于iGEM的学术竞赛。在五年的随访期内，通过经过验证的问卷对科学素养领域进行评估。
与对照组相比，iGEM参与者在文献综述、实验设计、技术执行、展示技能和研究管理方面表现出显著更大的进步（<0.01）。在科学知识获取和科学推理方面观察到显著提高（<0.01）。iGEM组在主动学习、批判性思维和协作沟通方面的得分显著更高（<0.05）。参与者将实验室资源、空间、设备和资金确定为主要实施限制因素。
ACBL是一种创新且有效的策略，可培养学生的科学素养以提升专业竞争力，这凸显了ACBL作为医学教育变革性方法的潜力。
