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Background <p>Traditional histology and embryology education faces challenges including high cognitive abstraction of morphological concepts, suboptimal student engagement, and limited assessment validity. This study explored&#xa0;the innovative integration of Design Thinking (DT) within a blended learning framework&#xa0;to address these issues.</p> Methods <p>A historical cohort study was conducted, with two sequential cohorts (2022 and 2023) of clinical medicine undergraduates at Jining Medical University. The five-phase EDIPT DT process (Empathize, Define, Ideate, Prototype, Test) was used to design and iteratively refine a blended learning model.&#xa0;This involved multimodal teaching strategies and a restructured assessment system. Outcomes were evaluated through platform engagement metrics, academic performance analysis, and student satisfaction surveys.</p> Results <p>The DT-driven intervention was associated with significant improvements.&#xa0;Student engagement on the learning platform facilitated a shift from passive to active interactions. The assessment system&#xa0;demonstrated strengthened correlations among assessment components. Furthermore, student satisfactions with the integrated DT pedagogy were high and&#xa0;students' perceived effectiveness of the <i>Zhihuishu</i> platform showed an improvement following iterative refinement.</p> Conclusion <p>This study demonstrates that integrating Design Thinking into a blended learning model can be successfully operationalized in a basic medical science course and provides initial empirical support for the further application and investigation of DT in morphology-based education.</p>

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Design thinking for transforming preclinical education: efficacy and implementation of a blended learning model in histology and embryology

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月23日

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  • Lili Yuan,
  • Xiaomei Wang,
  • Bailiu Ya,
  • Haiyan Yin,
  • Yan Guo,
  • Jia He,
  • Dengdian Ma,
  • Jia Fu

摘要

Background

Traditional histology and embryology education faces challenges including high cognitive abstraction of morphological concepts, suboptimal student engagement, and limited assessment validity. This study explored the innovative integration of Design Thinking (DT) within a blended learning framework to address these issues.

Methods

A historical cohort study was conducted, with two sequential cohorts (2022 and 2023) of clinical medicine undergraduates at Jining Medical University. The five-phase EDIPT DT process (Empathize, Define, Ideate, Prototype, Test) was used to design and iteratively refine a blended learning model. This involved multimodal teaching strategies and a restructured assessment system. Outcomes were evaluated through platform engagement metrics, academic performance analysis, and student satisfaction surveys.

Results

The DT-driven intervention was associated with significant improvements. Student engagement on the learning platform facilitated a shift from passive to active interactions. The assessment system demonstrated strengthened correlations among assessment components. Furthermore, student satisfactions with the integrated DT pedagogy were high and students' perceived effectiveness of the Zhihuishu platform showed an improvement following iterative refinement.

Conclusion

This study demonstrates that integrating Design Thinking into a blended learning model can be successfully operationalized in a basic medical science course and provides initial empirical support for the further application and investigation of DT in morphology-based education.