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Background <p>In<!--Query ID="Q1" Text="Please check article title if captured and presented correctly. Otherwise, amend if necessary." Resolved="yes"--> the context of rapid scientific advancement and global health challenges, biosafety has become a critical concern for public health, scientific responsibility, and global security. Yet, it remains underrepresented in medical education. Medical microbiology provides a strategic platform to cultivate biosafety awareness and competence in future healthcare professionals. Optimizing its integration requires understanding students’ existing knowledge, their information sources, and the teaching strategies that most effectively enhance learning. This study examined biosafety awareness, educational exposure, and attitudes toward integrating biosafety into teaching.</p> Methods <p>A s<!--Query ID="Q2" Text="Please confirm if the author names are presented accurately." Resolved="yes"-->tructured questionnaire was administered to second-year students about to begin their medical microbiology course, yielding 364 valid responses. Biosafety awareness, measured through knowledge scores, was compared across disciplines. Educational factors influencing these scores were then analyzed. Finally, students were clustered by their attitudes and engagement in biosafety learning, and their preferences for biosafety teaching methods were assessed.</p> Results <p>The <!--Query ID="Q3" Text="Please check if affiliation is captured and presented correctly. " Resolved="yes"-->analysis revealed significant discipline-based differences in biosafety awareness and educational exposure. Technically oriented students demonstrated significantly lower biosafety awareness compared to their academically and clinically oriented peers. Cluster analysis further identified distinct student profiles, characterized by differing levels of engagement. Notably, students with higher biosafety engagement favored structured teaching methods.</p> Conclusion <p>The findings underscore the need for tailored biosafety education strategies within medical curricula. Strengthening biosafety education through medical microbiology teaching is a timely and necessary step toward preparing future healthcare professionals for the challenges of global health and scientific responsibility.</p>

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Integrating biosafety into medical microbiology education: student awareness, experiences, and teaching preferences

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月9日

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  • Lang Sun,
  • Shuiping Liu

摘要

Background

In the context of rapid scientific advancement and global health challenges, biosafety has become a critical concern for public health, scientific responsibility, and global security. Yet, it remains underrepresented in medical education. Medical microbiology provides a strategic platform to cultivate biosafety awareness and competence in future healthcare professionals. Optimizing its integration requires understanding students’ existing knowledge, their information sources, and the teaching strategies that most effectively enhance learning. This study examined biosafety awareness, educational exposure, and attitudes toward integrating biosafety into teaching.

Methods

A structured questionnaire was administered to second-year students about to begin their medical microbiology course, yielding 364 valid responses. Biosafety awareness, measured through knowledge scores, was compared across disciplines. Educational factors influencing these scores were then analyzed. Finally, students were clustered by their attitudes and engagement in biosafety learning, and their preferences for biosafety teaching methods were assessed.

Results

The analysis revealed significant discipline-based differences in biosafety awareness and educational exposure. Technically oriented students demonstrated significantly lower biosafety awareness compared to their academically and clinically oriented peers. Cluster analysis further identified distinct student profiles, characterized by differing levels of engagement. Notably, students with higher biosafety engagement favored structured teaching methods.

Conclusion

The findings underscore the need for tailored biosafety education strategies within medical curricula. Strengthening biosafety education through medical microbiology teaching is a timely and necessary step toward preparing future healthcare professionals for the challenges of global health and scientific responsibility.