Ewha Med J.  2025 Jan;48(1):e76. 10.12771/emj.2024.e76.

Challenges and strategies for cultivating young teachers in pathophysiology departments at Chinese medical colleges: a narrative review

• Li J
• Luo Y
• Li Y
• Zhao Y
• Zhong Y
• Hu R
• Zhong B
• Li Y
• Zhao S

• KMID: 2567565
• DOI: http://doi.org/10.12771/emj.2024.e76

Abstract

This narrative review examines the challenges, strategies, and future directions in the development of young teachers within the pathophysiology departments of Chinese medical colleges. A thorough review of 49 studies published between 2013 and 2024 was carried out using PubMed, Web of Science, and various Chinese databases. The primary challenges identified include teaching innovation (cited in 84.2% of the studies), research pressure (91.2%), disciplinary characteristics (87.7%), and career development (80.7%). Medical schools have responded by enhancing training systems (94.7%), innovating teaching methods (93.0%), and bolstering research support (96.5%). Looking ahead, trends are shifting toward the application of new technologies, interdisciplinary integration, and international collaboration. The focus on cultivating young teachers is increasingly geared towards personalization and diversification, which are essential for advancing education in pathophysiology. High-quality young teachers are pivotal in raising teaching standards, fostering research innovation, and facilitating interdisciplinary exchanges. Based on these insights, we recommend several practical measures to enhance the quality of pathophysiology education in China. These include establishing comprehensive training programs that integrate teaching innovation and research skills; developing structured mentorship systems with clear pathways for career advancement; creating platforms that support technology-enhanced teaching and international collaboration; and implementing systematic evaluation mechanisms to assess teaching effectiveness. These targeted interventions will require a coordinated effort from department heads, educational institutions, and policymakers to ensure a sustained improvement in the quality of pathophysiology education.

Keyword

Pathophysiology; Young teachers; Faculty development; Medical education; Educational measurement

Figure

• 

  Fig. 1. The flow diagram of the study selection process.

• 

  Fig. 2. Distribution of types of challenges in the literature.

• 

  Fig. 3. Specific aspects of research challenges and their distribution.

• 

  Fig. 4. Proportion of teaching challenges.

• 

  Fig. 5. Radar chart of major strategies for young teacher development.

Reference

References

1. Marya RK. Pathophysiology: missing link in basic-clinical meshing in medical curriculum in India. South-East Asian J Med Educ. 2018; 12(1):56–58. DOI: 10.4038/seajme.v12i1.43.

2. Sentí M, Miralles R, Bigorra J, Girvent M, Minguella J, Samsó E, et al. A collaborative project to bridging the gap between basic and clinical teachers: the opinion of medical students. J Biomed Educ. 2015; 2015(1):620348. DOI: 10.1155/2015/620348.

3. Lubarsky S, Dory V, Audétat MC, Custers E, Charlin B. Using script theory to cultivate illness script formation and clinical reasoning in health professions education. Can Med Educ J. 2015; 6(2):e61–e70. DOI: 10.36834/cmej.36631.

4. Gaggini M, Pingitore A, Vassalle C. Plasma ceramides pathophysiology, measurements, challenges, and opportunities. Metabolites. 2021; 11(11):719. DOI: 10.3390/metabo11110719. PMID: 34822377. PMCID: PMC8622894.

5. Acosta A, Dayyeh BKA, Port JD, Camilleri M. Recent advances in clinical practice challenges and opportunities in the management of obesity. Gut. 2014; 63(4):687–695. DOI: 10.1136/gutjnl-2013-306235. PMID: 24402654. PMCID: PMC4170188.

6. Yang Y, Liu X, Gardella JA Jr. Effects of professional development on teacher pedagogical content knowledge, inquiry teaching practices, and student understanding of interdisciplinary science. J Sci Teach Educ. 2018; 29(4):263–282. DOI: 10.1080/1046560X.2018.1439262.

7. Meng R, Yang R. Teaching reform of pathophysiology experiment based on clinical practice. In. In : Zhou H, Kang Q, Chen Y, editors. editors. Proceedings of the 1st International Conference on Business, Economics, Management Science (BEMS 2019); 2019 Apr 20-21; Hangzhou. Amsterdam (NL): Atlantis Press;2019. p. p. 635–638. DOI: 10.2991/bems-19.2019.112.

8. Wu J. Research on the path of integrating curriculum civics into the teaching of pathology and pathophysiology in higher vocational education. The Educ Rev USA. 2024; 8(1):57–61. DOI: 10.26855/er.2024.01.008.

9. Yang W, Zhang X, Chen X, Lu J, Tian F. Based case based learning and flipped classroom as a means to improve international students’ active learning and critical thinking ability. BMC Med Educ. 2024; 24(1):759. DOI: 10.1186/s12909-024-05758-8. PMID: 39010040. PMCID: PMC11247815.

10. An J. Physiological pharmacology education: the effects of acombined problem-based learning and flipped classroom teaching method. Res Square. 2024; 62(1):1–17. DOI: 10.21203/rs.3.rs-3908442/v1.

11. Kleuskens DG, Gonçalves Costa F, Annink KV, Van den Hoogen A, Alderliesten T, Groenendaal F, et al. Pathophysiology of cerebral hyperperfusion in term neonates with hypoxic-ischemic encephalopathy: a systematic review for future research. Front Pediatr. 2021; 9:631258. DOI: 10.3389/fped.2021.631258. PMID: 33604320. PMCID: PMC7884860.

12. Lu G, Du R. Temporomandibular joint disorder: an integrated study of the pathophysiology, neural mechanisms, and therapeutic strategies. Arch Oral Biol. 2024; 164:106001. DOI: 10.1016/j.archoralbio.2024.106001. PMID: 38749387.

13. Zhang X, Cui X, Cheng M. Strategies and effectiveness of cultivating young teachers' teaching abilities in physiology. In. In : Zhao H, editor. editor. Proceedings of the 2018 2nd International Conference on Economic Development and Education Management (ICEDEM 2018); 2018 Dec 29-30; Dalian. Amsterdam (NL): Atlantis Press;2018. p. p. 409–411. DOI: 10.2991/icedem-18.2018.102.

14. Fernández Ros N, Lucena F, Iñarrairaegui M, Landecho M, Sunsundegui P, Jordán-Iborra C, et al. Web-based formative assessment through clinical cases: role in pathophysiology teaching. BMC Med Educ. 2021; 21(1):249. DOI: 10.1186/s12909-021-02691-y. PMID: 33931038. PMCID: PMC8088046.

15. Colsch R, Lehman S, Tolcser K. State of pathophysiology in undergraduate nursing education: a systematic review. J Nurs Educ Pract. 2020; 11(3):11–16. DOI: 10.5430/jnep.v11n3p11.

16. Li YY, Li K, Yao H, Xu XJ, Cai QL. Reform in teaching preclinical pathophysiology. Adv Physiol Educ. 2015; 39(4):254–258. DOI: 10.1152/advan.00165.2014. PMID: 26628645.

17. Gopalan V, Kasem K, Pillai S, Olveda D, Ariana A, Leung M, et al. Evaluation of multidisciplinary strategies and traditional approaches in teaching pathology in medical students. Pathol Int. 2018; 68(8):459–466. DOI: 10.1111/pin.12706. PMID: 30043440.

18. Li J, Wang J, Liang LL, Li YX, Feng XP, Luo Y, et al. Theory-practice integration for Chinese postgraduates in pathophysiology: innovative teaching strategies. South-East Asian J Med Educ. 2024; 18(1):98–103. DOI: 10.4038/seajme.v18i1.592.

19. Qi F, Gan Y, Wang S, Tie Y, Chen J, Li C. Efficacy of a virtual reality–based basic and clinical fused curriculum for clinical education on the lumbar intervertebral disc. Neurosurg Focus. 2021; 51(2):E17. DOI: 10.3171/2021.5.FOCUS20756. PMID: 34333480.

20. Wei X, Xu T, Guo R, Tan Z, Xin W. Physiology education in China: the current situation and changes over the past 3 decades. BMC Med Educ. 2024; 24(1):408. DOI: 10.1186/s12909-024-05395-1. PMID: 38609894. PMCID: PMC11015638.

21. Guo J, Li L, Bu H, Feng M, Yang Y, Zhang Y, et al. Effect of hybrid teaching incorporating problem-based learning on student performance in pathophysiology. J Int Med Res. 2020; 48(8):1–6. DOI: 10.1177/0300060520949402. PMID: 32847453. PMCID: PMC7457654.

22. Yao L, Li K, He J, Liu L. Pathophysiology teaching reform during the COVID-19 pandemic. Adv Physiol Educ. 2021; 45(4):779–785. DOI: 10.1152/advan.00031.2021. PMID: 34529536. PMCID: PMC8453371.

23. Huang TH, Liu F, Chen LC, Tsai CC. The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: a technology acceptance model approach. PLoS one. 2021; 16(3):e0247819. DOI: 10.1371/journal.pone.0247819. PMID: 33667246. PMCID: PMC7935261.

24. Chen J, Loyeung B, Zaslawski C, Liang F, Li W. Comparison of traditional Chinese medicine education between mainland China and Australia: a case study. J Integr Med. 2016; 14(4):291–296. DOI: 10.1016/S2095-4964(16)60259-5. PMID: 27417175.

25. Lin H, Zeng X, Zhu J, Hu Z, Ying Y, Huang Y, et al. Application of the inverted classroom model for teaching pathophysiology to Chinese undergraduate medical students: usability study. JMIR Med Educ. 2021; 7(2):e24358. DOI: 10.2196/24358. PMID: 34142976. PMCID: PMC8277379.

26. Lu P, Sodhi CP, Jia H, Shaffiey S, Good M, Branca MF, et al. Animal models of gastrointestinal and liver diseases. Animal models of necrotizing enterocolitis: pathophysiology, translational relevance, and challenges. Am J Physiol Gastrointest Liver Physiol. 2014; 306(11):G917–G928. DOI: 10.1152/ajpgi.00422.2013. PMID: 24763555. PMCID: PMC4042110.

27. Liu A, Liu N, Wang A. Why can't rural schools retain young teachers? An analysis of the professional development of rural school teachers in China: taking teachers in rural western China. Soc Sci Humanit Open. 2022; 5(1):100238. DOI: 10.1016/j.ssaho.2021.100238.

28. Gong Y, MacPhail A, Young AM. Chinese higher education-based physical education teacher educators’ professional learning needs for involvement in research activities. Prof Dev Educ. 2024; 50(4):638–654. DOI: 10.1080/19415257.2021.1895286.

29. Gong Y, MacPhail A, Guberman A. Professional learning and development needs of Chinese university-based physical education teacher educators. Eur J Teach Educ. 2023; 46(1):154–170. DOI: 10.1080/02619768.2021.1892638.

30. Wang D, Zhou J, Wu Q, Sheng G, Li X, Lu H, et al. Enhancement of medical students' performance and motivation in pathophysiology courses: shifting from traditional instruction to blended learning. Front Public Health. 2022; 9(1):813577. DOI: 10.3389/fpubh.2021.813577. PMID: 35155361. PMCID: PMC8826080.

31. Luo Z, Wang Z, Song Z, Wang W. Based on the concept of translational medicine in the exploration and practice of teaching reform of pathophysiology. New Century Science Press. 2015; 3(3):15–19. DOI: 10.14725/gjicmwm.v3n3a1349.

32. Shen J, Qi H, Liu G, Li X, Fang Y. The impact of a curriculum-based research training program on medical students’ research productivity and future research interests: a longitudinal study. BMC Med Educ. 2024; 24(1):836. DOI: 10.1186/s12909-024-05841-0. PMID: 39095809. PMCID: PMC11297784.

33. Gong Y, Young AM, MacPhail A. The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (PETE) programmes. Eur J Teach Educ. 2023; 46(4):707–726. DOI: 10.1080/02619768.2021.1972967.

34. Huang Y, Xiang Y, Zhou W, Li G, Zhao C, Zhang D, et al. Long working hours and all-cause mortality in China: a 26-year follow-up study. Scand J Work Environ Health. 2023; 49(8):539–548. DOI: 10.5271/sjweh.4115. PMID: 37665226. PMCID: PMC10857867.

35. Li S, Yancey KB, Cruz PD Jr, Le LQ. Training physician‒scientists for careers in investigative dermatology. JID Innov. 2022; 2(1):100061. DOI: 10.1016/j.xjidi.2021.100061. PMID: 35146478. PMCID: PMC8801527.

36. Li Y, Wang S, Li J, Dong BR, Li ZX, Yu JM, et al. A survey of physicians who care for older persons in Southwest China. J Nutr Health Aging. 2013; 17(2):192–195. DOI: 10.1007/s12603-012-0086-0. PMID: 23364501.

37. Gao Z, Zorychta E, Karamchandani J, Michel RP, Brimo F, Telleria C, et al. Revitalising an academic pathology department: lessons learnt. J Clin Pathol. 2019; 72(3):213–220. DOI: 10.1136/jclinpath-2018-205516. PMID: 30467243.

38. Hu X, Liu F, Yuan Y. Research on talent training mode of interdisciplinary integration in colleges and universities. Int J Educ Humanit. 2021; 1(1):28–35. DOI: 10.54097/ijeh.v1i1.198.

39. Wu Z, Fu J. The effects of professional identity on retention intention of international Chinese language teachers in Guizhou colleges and universities: the chain mediating role of job satisfaction and career commitmen. Salud Cienc Tecnol. 2024; 3:989. DOI: 10.56294/saludcyt2024989.

40. Cong X, Zhang Y, Xu H, Liu LM, Zheng M, Xiang RL, et al. The effectiveness of formative assessment in pathophysiology education from students’ perspective: a questionnaire study. Adv Physiol Educ. 2020; 44(4):726–733. DOI: 10.1152/advan.00067.2020. PMID: 33155832.

41. Jiang H, Wang K, Wang X, Lei X, Huang Z. Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study. Int J STEM Educ. 2021; 8(1):51. DOI: 10.1186/s40594-021-00309-9.

42. Mo S, Huang S, Wang J, Huang J, Li H, Wu R, et al. Reform and practice of medical fundamental curriculum system based on “three-early education”: a case study on Youjiang Medical University for nationalities located in the Minority Areas of Southwest China. Creative Educ. 2020; 11(2):115–125. DOI: 10.4236/ce.2020.112009.

43. Zhang D, Li K, Liu Y, Xia Y, Jiang Q, Chen F, et al. Comparison between the blended teaching practice and traditional teaching of pathophysiology based on the cultivation of medical thinking ability. Creat Educ. 2022; 13(10):3182–3190. DOI: 10.4236/ce.2022.1310202.

44. Zhao ML, Lu ZJ, Yang L, Ding S, Gao F, Liu YZ, et al. The cardiovascular system at high altitude: a bibliometric and visualization analysis. World J Cardiol. 2024; 16(4):199–214. DOI: 10.4330/wjc.v16.i4.199. PMID: 38690218. PMCID: PMC11056872.

45. Li J, Shi Z, Xue E. The problems, needs and strategies of rural teacher development at deep poverty areas in China: rural schooling stakeholder perspectives. Int J Educ Res. 2020; 99:101496. DOI: 10.1016/j.ijer.2019.101496.

46. Liu Z, Shi D, Cai Y, Li A, Lan G, Sun P, et al. Pathophysiology characterization of Alzheimer’s disease in South China’s aging population: for the Greater-Bay-Area Healthy Aging Brain Study (GHABS). Alzheimers Res Ther. 2024; 16(1):84. DOI: 10.1186/s13195-024-01458-z. PMID: 38627753. PMCID: PMC11020808.

47. Feng H, Wang Y. Physiology education and teaching in Chinese mainland medical schools: the status quo and the changes over the past two decades. Adv Physiol Educ. 2023; 47(4):699–708. DOI: 10.1152/advan.00020.2023. PMID: 37498549.

48. Qian H, Walker A. How principals promote and understand teacher development under curriculum reform in China. Asia-Pac J Teach Educ. 2013; 41(3):304–315. DOI: 10.1080/1359866X.2013.809050.

49. Yin H, Huang S, Wang W. Work environment characteristics and teacher well-being: the mediation of emotion regulation strategies. Int J Environ Res Public Health. 2016; 13(9):907. DOI: 10.3390/ijerph13090907. PMID: 27649216. PMCID: PMC5036740.