Translational medicine (TM) is an interdisciplinary branch of biomedicine that bridges the gap from bench-to-bedside to improve global health. Fundamental TM skills include interdisciplinary collaboration, communication, critical thinking, and creative problem-solving (4Cs). TM is currently limited in undergraduate biomedical education programs, with little patient contact and opportunities for collaboration between different disciplines. In this study, we developed and evaluated a novel interdisciplinary challenge-based educational concept, grounded in the theoretical framework of experimental research-based education, to implement TM in undergraduate biomedicine and medicine programs. Students were introduced to an authentic clinical problem through an interdisciplinary session with patients, medical doctors, and scientists. Next, students collaborated in groups to design unique laboratory-based research proposals addressing this problem. Stakeholders subsequently rewarded the best proposal with funding to be executed in a consecutive interdisciplinary laboratory course, in which mixed teams of biomedicine and medicine students performed the research in a fully equipped wet laboratory. Written questionnaires and focus groups revealed that students developed 4C skills and acquired a 4C mindset. Working on an authentic patient case and the interdisciplinary setting positively contributed to communication, collaboration, critical thinking, and creative problem-solving skills. Furthermore, students were intrinsically motivated by (i) the relevance of their work that made them feel taken seriously and competent, (ii) the patient involvement that highlighted the societal relevance of their work, and (iii) the acquisition of a realistic view of what doing science in a biomedical research laboratory is. In conclusion, we showcase a widely applicable interdisciplinary challenge-based undergraduate concept fostering TM.

中文翻译：

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基于挑战的跨学科本科概念促进转化医学

转化医学（TM）是生物医学的一个跨学科分支，它弥合了从实验室到临床的差距，以改善全球健康。基本的 TM 技能包括跨学科协作、沟通、批判性思维和创造性解决问题 (4C)。目前TM仅限于本科生生物医学教育项目，与患者的接触很少，不同学科之间的合作机会也很少。在这项研究中，我们开发并评估了一种新颖的跨学科挑战型教育理念，以实验研究型教育的理论框架为基础，在本科生生物医学和医学项目中实施TM。通过与患者、医生和科学家的跨学科会议，向学生介绍真实的临床问题。接下来，学生们分组合作设计独特的基于实验室的研究方案来解决这个问题。利益相关者随后奖励了最佳提案，并提供资金在连续的跨学科实验室课程中执行，其中生物医学和医学学生的混合团队在设备齐全的湿实验室中进行研究。书面问卷和焦点小组显示，学生培养了 4C 技能并获得了 4C 思维方式。处理真实的患者案例和跨学科环境对沟通、协作、批判性思维和创造性解决问题的能力做出了积极贡献。此外，学生的内在动力来自于（i）他们工作的相关性让他们感到被认真对待和有能力，（ii）患者的参与强调了他们工作的社会相关性，以及（iii）获得了现实的观点在生物医学研究实验室进行科学研究是什么。总之，我们展示了一种广泛适用的、基于挑战的跨学科本科概念，以培养 TM。