Teaching Reform and Exploration of Neurology Courses Centered on Cultivating Clinical Thinking
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v7i3.5264
Abstract
Neurology is a highly specialized, logically rigorous and practice-oriented discipline. Clinical thinking serves as the core competency for medical students engaged in neurological diagnosis and treatment. Traditional neurology teaching is hampered by rigid teaching modes, disconnection between theory and practice, and simplistic assessment systems, which lead to deficient clinical thinking and poor post adaptability among students. In accordance with the requirements of the New Medical Education initiative, this paper analyzes the current dilemmas in cultivating students’ clinical thinking based on the status quo of neurology teaching. A multi-dimensional teaching reform system centered on clinical thinking is constructed from four aspects: curriculum content restructuring, teaching method innovation, practical teaching system improvement and assessment mechanism reform. Meanwhile, existing challenges in reform implementation and corresponding optimization strategies are discussed. This study aims to break the limitations of traditional lecture-based teaching, transform talent training from knowledge imparting to competency development, and provide references for cultivating high-quality applied clinical talents in neurology.
Keywords
Neurology; Clinical thinking; Curriculum reform; Teaching practice; Talent cultivation
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[4] Zhao DF, Wang AN. The Application of the Online and Offline Blended Teaching Method in Neurology[J]. China Continuing Medical Education, 2021,13(20):92-95.
[5] Gianmarco Abbadessa, Alessandro Bombaci, Alberto Gajofatto, et al. Bridging the gap between basic neurosciences and clinical neuroimmunology[J]. Front Neurosci, 2023,17:1285678.
[6] Lathe R. Restricted access data in the neurosciences: Are the restrictions always justified?[J]. Front Neurosci, 2023,16:975795.
[7] Xu CL, Li J, Zhang J, et al. The Application of Mixed Teaching Model in Clinical Teaching of
Neurology[J]. Medicine Teaching in University (Electronic Edition), 2024,14(01):30-37.
[8] Wun ZQ, Sun JF, Wu N. Exploration on the construction of integrated experimental curriculum of basic medicine integrating basic medicine and clinical medicine[J]. Medical Education Research and Practice, 2023,31(03):309-312.
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[10] Yang F, Zhang GY, Shi J, et al. Application of four-step clinical thinking training in neurology teaching[J]. Continuing Medical Education, 2021,35(01):42-43.
[11] Xiong XL, Li XH, Luo T. Value analysis of the combined application of problem-based teaching method and case-based teaching method in clinical teaching of neurology[J].China Health Industry, 2024,21(19):178-181.
[12] Wang YG, Xiong TQ, Liang JY. Study on the application of virtual simulation technology combined with PBL teaching method in the clinical teaching process of Neurology[J]. Journal of Chinese Multimedia & Network Education, 2023(09):82-85.
[13] Yang YY, Tang YJ, Bai JH. Practice and effect analysis of disease-centered bedside teaching reform — Taking the new medical excellence class of Guilin Medical University as an example[J]. China Higher Medical Education, 2025(02):103-105.
[14] Wan GH, Yao G. Research on practical ability cultivation of clinical medical students under the background of new medical discipline construction[J]. Employment and Security, 2024(11):184-186.
[15] Han JJ, Hou LJ, Li GH, et al. Application of one-on-one tutoring combined with Mini-CEX formative evaluation in undergraduate internship of endocrinology[J]. China Higher Medical Education, 2025(04):97-98.
[16] Fu PC, Ye S, Li ZJ. Application of Case-Based Study Combined With BOPPPS Teaching Mode in Clinical Teaching of Neurology[J]. China Continuing Medical Education, 2023,15(16):
36-40.
[17] Jiang H, Liu Z, Cui ST, et al. Construction and application of a neurological disorders case bank in medical specialty teaching[J]. Jiangsu Science and Technology Information, 2025,42(15):
125-129.
[18] Wang JH, Fu Y, Wei XG. Research on Pathways of Doctor-Patient Communication Skills Training in Context of Medical Education[J]. Chinese Community Doctors, 2024,40(36):161-163.
[19] Yuan MC, Wu Y, Zhang ZF. Exploration of the Application of Process Evaluation and Summative Evaluation in Physiology Teaching from the Perspective of Students[J].Health Vocational Education, 2025,43(19):35-38.
[20] Jin YT, Yan J, Zhu SZ. Performance analysis of clinical competency assessment for general practice residents completing standardized training based on OSCE[J]. Shanghai Medical & Pharmaceutical Journal, 2025,46(07):80-83.
[21] Hao JJ, Qiu HC, Mo JQ, et al. Reflections on the problems in the implementation of OSCE in resident training examinations[J]. Continuing Medical Education, 2023,37(01):125-128.
[22] Lin QL, Huang JH, Zhong XL. Preliminary study on the construction of diversified evaluation system of online and offline mixed Internal Medicine teaching guided by post competency[J]. Clinical Medical Research and Practice, 2025,10(14):191-194.
Copyright © 2026 Zhenkui Wang, Jiarong Yuan, Yingying Zhan, Hong Zhao, Li Xue
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