2020/5/13 0:00:00 HE Rong-Ding,JI Juan-Juan and HE Rong-Qiao 11true Objective Flipped classroom teaching mode can improve students’ academic performance and cognition, and develop students’ initiative and innovation ability, but there are obvious deficiencies in systematic knowledge mastery and education. However, the traditional teacher-centered teaching concept has its unique advantages in systematic knowledge learning and education. In recent years, there have been reports on the reform of the blended teaching mode combining flipped classroom and traditional teaching mode, but no relevant research has been carried out in the Biochemistry teaching of nursing and clinical medicine majors.Methods We introduced Biochemistry blended teaching mode based on the combination of flipped classroom with the traditional teaching mode into classes 2020 of nursing (31 students) and clinical medicine (245 students divided into 2 classes) in Cheeloo Medical School, Shandong University. Compared to traditional teaching mode for classes 2019, students’ academic performance and self-cognition were analyzed.Results Compared with traditional teaching mode, the students who received blended teaching mode achieved higher scores than those who received traditional teaching mode (P<0.01); the students’ cognition also improved significantly (P<0.01 or P<0.05). The effect of Biochemistry blended teaching mode in small class (nursing major) is better than that in large class (clinical medicine major). This study provides reference for related teaching and research in medical colleges and universities.Conclusion The blended teaching mode of Biochemistry is beneficial to the teaching reform of medical colleges.]]> 2022/8/19 0:00:00 WANG Wei,TIAN Ke-Li,ZENG Ji-Ping,ZHU De-Yu,LIU Zhi-Fang,ZHANG Peng-Ju,BI Wen-Xiang and REN Gui-Jie 10true Objective Protein chromatography is a fundamental technique in protein sciences. Difficulties were always met in experimental teaching for this technique due to its complexity and tedious details. Therefore, we would like to find new strategies for experimental teaching of such technique.Methods We used the 3D simulation techniques to setup an on-line Protein Chromatography Laboratory. We designed the teaching contents, core equipments, the scoring systems, user interface etc. based on our every-day teaching experiences.Results We took the advantage of the 3D simulation techniques, and designed an on-line Protein Chromatography Laboratory exactly reproduced from the equipment-setups of Protein Facility, Zhejiang University School of Medicine. This virtual simulation teaching platform for protein chromatography contains 3 modules regarding the teaching, practicing and on-line exams, so that the efficiency and quality of teaching could be largely improved. In this VR platform for teaching, a new but commonly used type of protein chromatography equipment was chosen in order to complete such shortages in VR teaching for protein purification. Furthermore, fluorescence-detection size-exclusion chromatography (FSEC) and several case studies were also included in the “advance teaching” section.Conclusion Experimental teaching of protein chromatography using virtual simulation was more advantageous than the “old-fashion” ways of teaching. Students could be involved deeply in learning and practicing of such techniques anywhere beside the chromatography laboratory; and based on our teaching experiences, their learning efficiency and quality were indeed improved.]]> 2022/10/21 0:00:00 MA Cheng and GONG Cai-Xia 9true 2023/7/19 12:04:29 LI Qing-Ning,GONG Zhao-Hui,LE Yan-Ping,YIN Xiao-Bin and TANG Yao-Dong 8true 2024/2/22 16:33:49 WANG Tian 7true 2024/9/26 11:11:27 LI Ying-Jie,GUO Ting-Ting,WANG Ming-Yu,WU Da-Lei,GAO Xiang and WANG Lu-Shan 6true Biochemistry and Molecular Biology, while also offering innovative solutions to the pedagogical challenges associated with protein structure and function. Focusing on the case of anaplastic lymphoma kinase (ALK) gene mutations in non-small-cell lung cancer (NSCLC), this study integrates AI into case-based learning (CBL) to develop an AI-CBL hybrid teaching model. This model features an intelligent case-generation system that dynamically constructs ALK mutation scenarios using real-world clinical data, closely linking molecular biology concepts with clinical applications. It incorporates AI-powered protein structure prediction tools to accurately visualize the three-dimensional structures of both wild-type and mutant ALK proteins, dynamically simulating functional abnormalities resulting from conformational changes. Additionally, a virtual simulation platform replicates the ALK gene detection workflow, bridging theoretical knowledge with practical skills. As a result, a multidimensional teaching system is established—driven by clinical cases and integrating molecular structural analysis with experimental validation. Teaching outcomes indicate that the three-dimensional visualization, dynamic interactivity, and intelligent analytical capabilities provided by AI significantly enhance students’ understanding of molecular mechanisms, classroom engagement, and capacity for innovative research. This model establishes a coherent training pathway linking “fundamental theory-scientific research thinking-clinical practice”, offering an effective approach to addressing teaching challenges and advancing the intelligent transformation of medical education.]]> 2025/6/26 16:49:34 HU Ying-Lu, LIN Yi-Chen, GUO Jun-Ming, MENG Xiao-Dan 5true 2025/9/22 9:43:41 XU Jia,ZHANG Jun-Fang,LI Li-Ping,LIU Hao,GUO Lei,XU Shu-Jun and CHEN Xiao-Wei 4true 2025/9/22 0:00:00 ZHAO Jun-Cheng,ZHANG Ying,ZHANG Lei and WEI Tao-Tao 3true Objective Biochemistry and Molecular Biology, a discipline that elucidates life phenomena at the molecular level, serves as a core foundational course in medical education. It provides the theoretical basis for studying other basic and clinical medical subjects, as well as for understanding pathogenesis, disease diagnosis, and treatment. However, its complex content and highly abstract concepts have posed a dual challenge to traditional teaching models: “inefficient instruction” and “inadequate learning outcomes”. Within limited classroom hours, how to engage students and stimulate their intrinsic motivation, and how to help them recognize, understand, and develop a passion for biochemistry from the perspective of the discipline’s essence, have long been key focuses of curriculum research.Methods Using the lipid metabolism chapter as an example, this study employs “Rain Classroom”, a generative artificial intelligence (AI)-assisted platform, to support education in four dimensions: teaching, learning, evaluation, and research. In teaching, it assists instructors through virtual experiments, lesson preparation support, knowledge mapping, and assignment design. For learning, it serves as an intelligent study assistant for students, providing automated assignment review, enabling educational resource sharing, and facilitating personalized learning pathways. In evaluation, the platform automates assignment grading, analyzes student performance data, and offers diagnostic feedback and teaching recommendations. In research, it aids educators in collecting and analyzing teaching data, as well as searching for and summarizing relevant literature.Results The results indicate that an educational model integrating teacher-led instruction, student-centered learning, and generative AI assistance significantly enhances teaching quality, students’ self-directed learning abilities, and knowledge mastery. Furthermore, with the support of generative AI, curriculum-based ideological education—focusing on cutting-edge disciplinary advances and topical medical issues—helps cultivate students’ medical spirit of “honoring life and healing the wounded”, thereby fostering the establishment of appropriate professional values. Finally, while generative AI presents both opportunities and challenges for higher education, this study also analyzes potential risks in its teaching applications, emphasizing the need for both instructors and students to avoid over-reliance and to ensure that technological tools consistently serve the fundamental goals of education.Conclusion This study demonstrates that integrating generative AI, specifically via the “Rain Classroom” platform, can effectively enhance biochemistry education. By supporting teaching, learning, evaluation, and research, this approach improves both educational effectiveness and student outcomes. It also facilitates the incorporation of cutting-edge knowledge and professional ethics, nurturing a patient-centered mindset. Additionally, the study addresses potential implementation risks to ensure that such technological tools remain aligned with the core purpose of education.]]> 2026/2/9 7:23:36 CHEN Pan,XI Yang,JIN Xiao-Feng,SUN De-Sen,CHEN Qiang and GUO Jun-Ming 2true 2025/12/6 10:10:59 ZHU Ying,LI Lian and YANG Jin-E 1true