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Background <p>The integration of sports and exercise medicine curriculum (SEMc) including physical activity promotion and exercise prescription competencies into medical curricula is increasingly recognised within health profession education (HPE), yet evidence of its educational impact remains limited. This study evaluated the effects of a structured SEMc on medical students’ knowledge, skills, confidence, and attitudes in exercise prescription.</p> Methods <p>Medical students (<i>n</i> = 10) completed a 4-week SEMc on the basis of international frameworks and China’s national guidelines; controls (<i>n</i> = 14) received no training. All participants completed baseline and post-course knowledge tests and a course-developed questionnaire with high internal consistency.The outcomes were analysed via repeated-measures ANOVA and t tests.</p> Results <p>Participation in the SEMc significantly enhanced medical students’ competency in exercise prescription. Students who received training demonstrated substantial gains in knowledge, with scores improving from baseline and exceeding those of controls at post-assessment (95.2 ± 3.3 vs. 66.6 ± 17.1; <i>p</i> &lt; 0.001). Improvements were sustained at the one-month follow-up, despite a slight decline from the immediate post-test (<i>p</i> = 0.041). The questionnaire data supported these findings, showing significant increases in skills (3.43 ± 0.67 to 4.18 ± 0.54; <i>p</i> = 0.030) and confidence (3.52 ± 0.55 to 4.07 ± 0.58; <i>p</i> = 0.046). Motivation remained consistently high (<i>p</i> = 0.290), and self-perceived knowledge did not change significantly (<i>p</i> = 0.170). Students not participating in the SEMc showed no notable changes (<i>p</i> &gt; 0.10). At post-intervention, the SEMc group scored higher than controls in knowledge (<i>p</i> = 0.020), skills (<i>p</i> &lt; 0.001), and confidence (<i>p</i> = 0.002).</p> Conclusion <p>In this quasi-experimental pilot study, a brief, structured SEMc was associated with improvements in medical students’ exercise prescription–related knowledge, skills, and confidence. Embedding SEMc into mainstream curricula may equip future physicians with essential capacities for chronic disease prevention, aligning with the WHO’s Global Action Plan on Physical Activity.</p> Graphical Abstract <p></p>

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Integration of exercise and sports medicine curriculum in China: a structured pilot course evaluation conducted among medical students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月9日

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  • Liu Guochun,
  • Qing Chang,
  • Ding Fu,
  • Huang Xiaoxiao,
  • Yan Shenglan,
  • Luo Mengting,
  • Yan Pingping,
  • Yu Gao,
  • Zhang Yu,
  • Zhang Lingyun,
  • Li jianyu,
  • Guo Jia,
  • Chen Xiaoke,
  • Gao Fengwei,
  • Ding Hao,
  • Chen Peijie

摘要

Background

The integration of sports and exercise medicine curriculum (SEMc) including physical activity promotion and exercise prescription competencies into medical curricula is increasingly recognised within health profession education (HPE), yet evidence of its educational impact remains limited. This study evaluated the effects of a structured SEMc on medical students’ knowledge, skills, confidence, and attitudes in exercise prescription.

Methods

Medical students (n = 10) completed a 4-week SEMc on the basis of international frameworks and China’s national guidelines; controls (n = 14) received no training. All participants completed baseline and post-course knowledge tests and a course-developed questionnaire with high internal consistency.The outcomes were analysed via repeated-measures ANOVA and t tests.

Results

Participation in the SEMc significantly enhanced medical students’ competency in exercise prescription. Students who received training demonstrated substantial gains in knowledge, with scores improving from baseline and exceeding those of controls at post-assessment (95.2 ± 3.3 vs. 66.6 ± 17.1; p < 0.001). Improvements were sustained at the one-month follow-up, despite a slight decline from the immediate post-test (p = 0.041). The questionnaire data supported these findings, showing significant increases in skills (3.43 ± 0.67 to 4.18 ± 0.54; p = 0.030) and confidence (3.52 ± 0.55 to 4.07 ± 0.58; p = 0.046). Motivation remained consistently high (p = 0.290), and self-perceived knowledge did not change significantly (p = 0.170). Students not participating in the SEMc showed no notable changes (p > 0.10). At post-intervention, the SEMc group scored higher than controls in knowledge (p = 0.020), skills (p < 0.001), and confidence (p = 0.002).

Conclusion

In this quasi-experimental pilot study, a brief, structured SEMc was associated with improvements in medical students’ exercise prescription–related knowledge, skills, and confidence. Embedding SEMc into mainstream curricula may equip future physicians with essential capacities for chronic disease prevention, aligning with the WHO’s Global Action Plan on Physical Activity.

Graphical Abstract