ArticleBMC medical education2026
Design thinking for transforming preclinical education: efficacy and implementation of a blended learning model in histology and embryology.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundTraditional histology and embryology education faces challenges including high cognitive abstraction of morphological concepts, suboptimal student engagement, and limited assessment validity. This study explored the innovative integration of Design Thinking (DT) within a blended learning framework to address these issues.
methodsA historical cohort study was conducted, with two sequential cohorts (2022 and 2023) of clinical medicine undergraduates at Jining Medical University. The five-phase EDIPT DT process (Empathize, Define, Ideate, Prototype, Test) was used to design and iteratively refine a blended learning model. This involved multimodal teaching strategies and a restructured assessment system. Outcomes were evaluated through platform engagement metrics, academic performance analysis, and student satisfaction surveys.
resultsThe DT-driven intervention was associated with significant improvements. Student engagement on the learning platform facilitated a shift from passive to active interactions. The assessment system demonstrated strengthened correlations among assessment components. Furthermore, student satisfactions with the integrated DT pedagogy were high and students' perceived effectiveness of the Zhihuishu platform showed an improvement following iterative refinement.
conclusionThis study demonstrates that integrating Design Thinking into a blended learning model can be successfully operationalized in a basic medical science course and provides initial empirical support for the further application and investigation of DT in morphology-based education.
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