Authors
Di Mu, Menghao Wang, Wenfeng Zhang
Published in
Frontiers in medicine. Volume 13. Pages 1954876. Epub Oct 29, 2026.
Abstract
Existing studies lack a competency-oriented integration of multiple teaching strategies within a mentorship system. This study applies such an integration to clinical microbiology internships to inform teaching reform.
Forty undergraduate interns who practiced clinical microbiology in the laboratory department of a hospital from July 2023 to May 2024 were selected and randomly divided into an experimental group and a control group. The control group received a traditional apprenticeship model, while the experimental group followed a competency-oriented mentorship system. After the internship, the theoretical assessment, practical skills assessment scores, self-evaluation scores of post competency, and teaching satisfaction were compared between the two groups.
The theoretical scores and practical skills scores of the experimental group were significantly higher than those of the control group. In the self-evaluation of post competency, the experimental group also scored significantly higher in dimensions such as clinical thinking ability, and communication and collaboration skills. The overall satisfaction with the teaching model in the experimental group was significantly higher than that in the control group.
The competency-oriented mentorship system teaching model can effectively enhance the theoretical knowledge, operational skills, and comprehensive professional competence of medical laboratory interns in the field of microbiology, with significantly better teaching outcomes than the traditional apprenticeship model.
PMID:
43021971
Bibliographic data and abstract were imported from PubMed on 13 Nov 2026.
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