Abstract:Medical Microbiology is a core course bridging basic medicine and clinical medicine. However, its conventional teaching model, which focuses on the three properties (biological characteristics, pathogenicity, and immunity) and two methods (examination method and prevention and control method) of pathogens, has struggled to fulfill the talent cultivation requirements of the New Medicine initiative characterized by integration of medicine, engineering, liberal arts, and sciences. This model exhibits obvious shortcomings, particularly in the prevention and control of emerging infectious diseases, as well as biosafety assurance. Following the concepts of one health and outcome-based education (OBE), this study constructed a new teaching system composed of “one core, two wings, three integration, and four drives”. Specifically, by integrating the four-dimensional resource database of biosafety, ideological and political education, teaching, and exercises, we implemented three key approaches: the “total-subordinate integrated network radiation” case teaching method, the “two competitions and one conference” approach that balances professionalism with popularization for skill development, and the “two databases and one laboratory” model that combines virtual and real-world applications in blended teaching. These measures solved the three major problems of knowledge fragmentation, weak innovation capacity, and insufficient biosafety literacy. Practice indicates that the reform has significantly improved students’ learning performance and remarkably increased the award rate in discipline competitions. Moreover, the course has been awarded the Chongqing municipal first-class undergraduate course and demonstration course of ideological and political education. This study provides a replicable practical paradigm for the teaching of Medical Microbiology under the background of new medicine.
