Integrating Professional‐Values‐Oriented Education Into PBL Teaching: Practice Based on Case Discussions in Anatomy Curriculum

Vollständiger Abstract

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ABSTRACT This study, conducted among first‐year undergraduates, investigates the feasibility of integrating professional‐values‐oriented education into the discussion‐based human anatomy teaching module via the problem‐based learning (PBL) model. Over a three‐year reform period, PBL cases combining clinical scenarios with professional‐values‐oriented elements were designed and implemented specifically for this human anatomy module; the effectiveness of this approach was subsequently evaluated through a systematic assessment. The results indicate a notably high level of student acceptance (98.7%) and satisfaction (96.9%) with this instructional model. Furthermore, over 92% of students reported enhanced performance in three key areas: knowledge acquisition, skill development, and moral awareness. Overall course performance was evaluated as excellent. Integrating professional‐values‐oriented education into PBL anatomy discussion sessions demonstrated significant potential for promoting the concurrent development of professional knowledge and value‐based literacy among early‐stage undergraduates.