Teaching design for chapter “primary liver cancer” in surgery course based on the clinical theory and clerkship synchronization model in the era of New Medicine

Abstract Objectives The chapter on primary liver cancer in the surgery course is designed to align with the New Medicine paradigm, emphasizing the integration of clinical theory with clerkship experiences to foster a comprehensive understanding of the disease. Methods The teaching design incorporates innovative strategies such as outcome-based objectives, interactive learning activities, and the clinical theory and clerkship synchronization teaching model. The learning objectives are defined to balance technical proficiency with interdisciplinary knowledge and humanistic qualities. The curriculum content is restructured to include advanced topics and case studies that reflect the latest advancements in liver cancer management. A blended teaching model is employed, utilizing online platforms and in-class discussions to enhance student engagement and critical thinking. Results With regard to the acquisition of the fundamental knowledge of primary liver cancer, the class that employed the novel teaching model demonstrated significantly higher scores than the class that did not. Based on the results of students’ feedback questionnaire, the self-improvement ratings were found to be significantly higher in classes that employed the synchronization model. Conclusions The implementation of the clinical theory and clerkship synchronization teaching model has been effective in enhancing students’ knowledge, skills, and professional attitudes towards primary liver cancer management.