Research on the Influence of Diabetes Patient Participation on the Teaching Effectiveness of Medical Experimental Courses—Taking the Experimental Course “Recipe Preparation for Diabetes Patients” as an Example

目的：本研究旨在探讨在医学实验课中引入糖尿病患者志愿者对学生成绩及满意度的影响，以期为慢性病管理教学改革提供实证依据。方法：研究选取某高校医学专业本科生43人，随机分为实验组(n = 29)与对照组(n = 14)。实验组邀请1名糖尿病患者志愿者参与课堂，学生通过访谈志愿者需求后编制个性化食谱；对照组基于标准化文字案例完成实验。两组的教学内容、课时及教师均保持一致。实验课成绩以实验报告评分为准，由一位不知晓分组情况的教师进行评分。通过问卷调查评估学生对实验课的满意度，并综合分析满意度指标(课堂、实验过程、期望、科研意愿等)。采用曼–惠特尼U检验比较组间差异，中位数及95%置信区间描述数据分布。结果：实验组在“有限时间内掌握更多知识与技能”的单项得分显著高于对照组(秩平均值：24.59 vs. 16.64，U = 128.000，p = 0.027)。两组实验课成绩中位数均为90分，无显著差异。实验组在课堂、实验过程等满意度指标维度得分更高，但差异不显著(p > 0.05)。两组总体满意度均为5.0分(满分5.0分)，无差异。结论：引入糖尿病患者志愿者可显著提升学生在有限时间内的知识与技能掌握水平，并在满意度维度呈现潜在优势。未来研究可推广此类教学模式，并采取以下改进措施：扩大样本量，增强统计效力；设计差异化互动环节，如角色扮演、患者反馈评价；开发复合评估工具，纳入情感态度与临床思维指标。此外，未来研究还可探索跨学科患者参与模式，进一步挖掘其在慢性病管理教育中的价值。Purpose: This study aimed to explore the impact of introducing diabetes patient volunteers on students’ grades and satisfaction in medical experimental courses, providing empirical evidence for chronic disease management teaching reforms. Methods: The study involved 43 undergraduate medical students from a university, randomly divided into an experimental group (n = 29) and a control group (n = 14). The experimental group interacted with a diabetes patient volunteer to create personalized meal plans, while the control group relied on standardized case studies. The teaching content, class hours, and instructors were identical for both groups. Course grades were assessed via experiment reports graded by a blinded instructor. Student satisfaction was evaluated through questionnaires, analyzing metrics like classroom environment and experimental process. Data was compared using the Mann-Whitney U test, with results presented as medians and 95% confidence intervals. Results: The experimental group showed a significantly higher score in “mastering more knowledge and skills within a limited time” (rank mean: 24.59 vs. 16.64, U = 128.000, p = 0.027). Both groups had a median experiment grade of 90, with no significant difference. The experimental group had higher satisfaction in classroom and experimental process dimensions, though not statistically significant (p > 0.05). Overall satisfaction was 5.0 for both groups. Conclusions: Integrating diabetes patient volunteers enhances students’ knowledge and skills acquisition within a limited time and may boost satisfaction. Future studies should expand the sample size, design diverse interactive activities like role-playing and patient feedback, and develop comprehensive evaluation tools. Additionally, exploring interdisciplinary patient participation models could further unlock the potential of patient participation in chronic disease management education.