In 2018, to help undergraduate medical students strengthen their self-learning and scientific research skills, we introduced an instructional model that combined literature-based learning with experimental design. We tested this model on the molecular biology class at Tongji University. In the first step of the model, a topic is chosen, and students find, read, and evaluate scientific papers in groups and deliver presentations. In the second step, they design scientific experiments in groups and discuss their proposed experiments in class, which is to be followed by further experimental verification in the lab course. This entire activity was given 20% weightage in the final score. The model led to better student-centered teaching and self-directed learning according to quantitative and qualitative assessment. Students showed great interest in literature and research. They enjoyed group work and gained experience in organization and presentation. Apart from a significant increase in final score, assessment data from students indicated that they were satisfied with this teaching model and considered it a positive experience. Looking at the positive impact of the literature-based learning and experiment design model, we support its continued use for teaching molecular biology to undergraduate medical students.

中文翻译：

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同济大学医学生分子生物学教学中的文献学习与实验设计模式

2018年，为帮助本科医学生加强自主学习和科研能力，我们引入了文献学习与实验设计相结合的教学模式。我们在同济大学的分子生物学课上测试了这个模型。在模型的第一步中，选择一个主题，学生分组查找、阅读和评估科学论文并进行演示。第二步，他们分组设计科学实验，并在课堂上讨论他们提出的实验，然后在实验室课程中进行进一步的实验验证。整个活动在最终得分中占 20% 的权重。根据定量和定性评估，该模型导致更好的以学生为中心的教学和自主学习。学生对文学和研究表现出极大的兴趣。他们喜欢小组工作并获得了组织和演示的经验。除了最终分数显着提高外，学生的评估数据表明他们对这种教学模式感到满意，并认为这是一次积极的体验。考虑到基于文献的学习和实验设计模型的积极影响，我们支持将其继续用于向本科医学生教授分子生物学。