To enhance the professional competency of medical students, the research team introduced a student-centered teaching concept, integrating diversified teaching models such as Team-Based Learning (TBL) and flipped classroom. Two randomly selected classes from the same theoretical course of clinical speciality were chosen for comparison: the control class adopted traditional lecture-based teaching, while the experimental class implemented the diversified teaching model. The grades showed no significant difference in regular assessments and practical exams, but the experimental class achieved significantly higher final scores. Questionnaire results indicated that the experimental class outperformed the control in teamwork, communication, self-directed and lifelong learning abilities as well as anatomical skills. The competency-oriented, teacher-guided, and student-led diversified teaching model effectively enhances students’ overall abilities in systemic anatomy practical teaching. Innovations of this model include front-loading knowledge acquisition through the flipped classroom, reinforcing teamwork via TBL, and improving clinical thinking through PBL case studies, thus forming a“self-learning - team discussion - clinical application”closed-loop development system that breaks through the limitations of traditional lectures. However, there are also problems such as students' lack of initiative in the diversified teaching model and difficulties in refining key points when searching for resources.

为了提高医学生岗位素质，课题组引入了以学生为主体，以团队学习为基础（TBL）以及翻转课堂等多元教学模式。从某年级临床专业随机选取同一个理论课下的两个班级，对照班采用传统教师讲授模式，而试验班实施多元授课模式。考试成绩显示：两个班平时成绩和实验课考试成绩差异没有统计学意义，但是试验班期末成绩显著高于对照班；问卷调查结果显示：试验班团队合作、沟通能力、自主学习和终身学习能力以及解剖技能都显著高于对照班。教师引导下学生主导的以岗位胜任力为导向的多元教学模式在系统解剖学实验教学中，可提升学生的综合能力。该模式创新在于通过翻转课堂实现知识内化前置、TBL强化团队协作、PBL案例教学提升临床思维，形成“自主学习—团队研讨—临床应用”的闭环培养体系，突破传统讲授模式的局限性。但也存在学生对多元教学模式缺乏积极主动性以及在寻找资源时难以抓取要点等问题。