Optimizing Laboratory Diagnostics Education: Research on the Doctor-Patient-Technician Integrated Teaching Model Based on Medical STEM Concepts

This study evaluates an M-STEM-based teaching model for laboratory diagnostics, showing higher student satisfaction and improved multidisciplinary integration compared to traditional instruction.

Zheng-Kang Li; Li-Wen Ma; Jin-Xin Lai; Xin-Qiang Zhang; Chengyuan He; Yu-Wei Di; Bing Gu· Journal of Medical Education and Curricular Development· 2025· DOI 10.1177/23821205251384390

The core problem

Laboratory diagnostics education faces challenges in engaging students and integrating interdisciplinary knowledge. This study aims to reform and optimize laboratory diagnostics education by developing an innovative teaching model based on M-STEM (Medical Science, Technology, Engineering, and Mathematics). The M-STEM instructional design emphasizes interdisciplinary integration, role-based learning, and hands-on inquiry to better prepare clinical medicine students for complex clinical problems.

Innovation

Students majoring in clinical medicine at South China University of Technology were included in this study and were randomly assigned to either a traditional group or an M-STEM learning group. The M-STEM instructional design emphasized interdisciplinary integration, role-based learning, and hands-on inquiry. Both quantitative data and qualitative feedback were collected to evaluate learning outcomes and teaching effectiveness. The study employed surveys to assess student satisfaction, willingness to engage in course design, and preferences for interdisciplinary integration.

Introduction

Laboratory diagnostics education faces challenges in engaging students and integrating interdisciplinary knowledge. This study aims to reform and optimize laboratory diagnostics education by developing an innovative teaching model based on M-STEM (Medical Science, Technology, Engineering, and Mathematics). The M-STEM instructional design emphasizes interdisciplinary integration, role-based learning, and hands-on inquiry to better prepare clinical medicine students for complex clinical problems.

Why it matters

The M-STEM pedagogy can stimulate students’ interest and promote multidisciplinary integration, enabling learners to gain a deeper understanding of the disease and develop effective solutions. The higher satisfaction in the M-STEM group suggests that the interdisciplinary, role-based approach resonates with students. The finding that M-STEM students prefer focusing on key disciplines rather than involving too many disciplines indicates a more strategic approach to integration. The low willingness to engage in course design across both groups highlights a potential area for improvement in student engagement. Overall, the M-STEM model shows promise for enhancing laboratory diagnostics education by fostering deeper understanding and effective problem-solving skills.

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