Bridging the gap for sustainable health-care education: an empirical study on a theory-application-innovation integrated model in advanced medical mathematics

Purpose A theory–application–innovation (TAI) tri-integrated teaching model is developed, implemented and evaluated. The limited clinical relevance of traditional medical mathematics education is addressed. Quantitative reasoning skills for evidence-based health care are enhanced. Contributions are made to Sustainable Development Goals (SDG 4 and SDG 3). Design/methodology/approach A mixed-method approach evaluates the model’s efficacy in fostering sustainable development capabilities. Pre- and post-course surveys track the evolution of students’ awareness of sustainability. Quantitative assessments measure mathematical and problem-solving skills. In-depth interviews explore student perspectives. A quasi-experimental design compares outcomes between a TAI-integrated course group and a traditional teaching group. Quantitative data are analyzed statistically. Qualitative responses are examined thematically to identify key learning patterns. Findings The TAI model significantly improves theoretical mastery, with average scores rising from 75.82 to 80.39. Independent application of mathematics to medical problems increases from 35.2% to 78.7%. A shift from exam-focused “problem-solving” to clinical “medical modeling” is observed, indicating enhanced reasoning and professional readiness. Research limitations/implications Validation across multiple institutions and examination of long-term clinical impacts are required. A replicable pedagogical framework for quantitative reasoning integration is provided. The clinical applicability of medical mathematics is enhanced, and a more adaptive health-care workforce is cultivated. Originality/value This research is among the first to propose and validate a tri-integrated “TAI” model for advanced medical mathematics education. Novel evidence shows that pedagogical innovation supported by learning analytics and immersive strategies can simultaneously advance educational quality (SDG 4) and health workforce sustainability (SDG 3).