Building on its robust partnerships with major educational institutions such as Nanyang Technological University (NTU) and the National University of Singapore (NUS), Duke-NUS has enriched its collaborative frameworks. The Pathways to Medicine initiative is particularly notable for allowing exceptional undergraduates the flexibility to immerse themselves in interdisciplinary academic pursuits before embarking on the rigors of graduate-level medical studies. This model transcends traditional medical education by integrating broader intellectual inquiry and experiential learning.

The integration with NTU’s School of Biological Sciences stands out as a critical development. Under this expanded pathway, students enrolled in NTU’s Bachelor of Chinese Medicine and Bachelor of Science in Biological Sciences with Second Major, alongside CN Yang Scholars specializing in Biological Sciences, will complete their four-year undergraduate programmes before qualifying for conditional admission into the Duke-NUS Doctor of Medicine (MD) programme. This structural design underscores the importance of a strong foundational knowledge in both Eastern and Western medical sciences, promoting a more integrative approach to healthcare.

Simultaneously, Duke-NUS has inaugurated a groundbreaking pathway with NUS College—the university’s pioneering honours college that amalgamates students from over sixty disciplines. This arrangement empowers students pursuing any bachelor’s degree at NUS—including fields as varied as law, computer science, and the humanities—to eventually transition to the MD programme. This innovative structure fosters a uniquely interdisciplinary cohort of future medical professionals who bring diverse intellectual perspectives and problem-solving approaches to clinical practice.

Admission to the MD programme maintains rigorous selectivity, emphasizing a holistic evaluation process that transcends pure academic metrics. Prospective students must demonstrate exemplary prior academic performance, robust Medical College Admission Test (MCAT) scores, meaningful co-curricular engagement, and succeed in comprehensive interviews. This multi-dimensional assessment ensures that admitted candidates exemplify both intellectual rigor and the personal qualities necessary for successful medical practice.

Duke-NUS further enriches the student experience through a purposeful blend of mentorship and clinical involvement during undergraduate studies. Structured mentorship is provided by Duke-NUS faculty, SingHealth clinicians, and alumni, offering students invaluable insights and real-world perspectives on medical career pathways. These engagements are complemented by clinical attachments and tailored workshops that prepare students for the demanding academic and professional journey ahead.

A marquee feature of this preparatory phase is the ‘Mini Medical School’ programme, which immerses students in simulated clinical scenarios that mirror the School’s distinctive TeamLEAD learning methodology. Participants actively engage in patient simulations, clinical shadowing, and hands-on first aid training. This practical exposure enables students to internalize the realities of medical education early on, fostering professional identity formation and a deeper understanding of patient care dynamics.

These preparatory experiences serve a dual function: they contextualize the students’ academic studies within real-world clinical settings and simultaneously cultivate resilience and adaptability. Such early immersion enhances students’ readiness for the intellectual rigour and emotional demands of medical school, bolstering their likelihood of successful transition into the Doctor of Medicine programme.

Duke-NUS Dean Professor Patrick Tan articulates the strategic vision behind these collaborations, highlighting the School’s goal to embrace students from diverse backgrounds united by a shared commitment to redefining medicine. This inclusive ethos aims to nurture medical leaders who are not only clinically proficient but also visionary and empathetic agents of healthcare innovation and reform.

Associate Professor Linda Zhong from NTU underscores the transformative potential of incorporating students trained in Chinese medicine into mainstream biomedical education. This integrative paradigm leverages the synergies between traditional Eastern practices and Western medical science, enriching the clinical armamentarium and fostering internationally competitive expertise in integrative medicine.

Professor Simon Chesterman, Dean of NUS College, emphasizes the value of interdisciplinary foundation in equipping students to address complex, real-world healthcare challenges creatively. The pathway linking NUS College and Duke-NUS promises to cultivate medical leaders whose agility and insight are primed for global impact, reflecting an educational philosophy that transcends conventional disciplinary silos to embrace holistic problem-solving.

Since its inception in 2021, Duke-NUS’ Pathways to Medicine programme has embraced a rich spectrum of academic collaborators, from institutions like Singapore Management University and Duke Kunshan University to prestigious entities like King’s College London. The expansion to include NTU’s Chinese medicine students and the comprehensive NUS College honours cohort marks a significant milestone in diversifying the pipeline of future medical professionals.

Applicants interested in these novel pathways should note that application windows open annually in June and July, aligning seamlessly with undergraduate academic calendars and ensuring a smooth progression into the MD programme. This cycle offers well-prepared students a timely opportunity to embark on a medical education journey designed for excellence and innovation.

Duke-NUS’s four-year MD curriculum is distinguished by its rigorous integration of research, clinical training, and team-based learning, with clinical experiences predominantly situated within SingHealth institutions—the nation’s largest healthcare cluster. Graduates earn a joint MD degree conferred by Duke University and the National University of Singapore, embodying a global standard of medical education and preparedness.

Through this bold expansion of the Pathways to Medicine programme, Duke-NUS continues to cement its role as Singapore’s premier graduate medical school, dedicated to nurturing clinicians, researchers, and healthcare innovators endowed with diverse perspectives and compassionate care philosophies. The School’s commitment to educational excellence and interdisciplinary collaboration promises to shape the future of medicine, driven by leaders equipped to tackle emerging global health challenges with creativity and integrity.

Subject of Research: Graduate Medical Education Pathway Expansion and Interdisciplinary Integration in Medical Training

Article Title: Duke-NUS Medical School Expands Innovative Pathways to Medicine Programmes Embracing Diverse Academic Backgrounds

News Publication Date: 13 May 2026

Web References:
https://www.duke-nus.edu.sg/admissions/pathways-to-medicine
http://www.duke-nus.edu.sg/

Keywords: Graduate Medical Education, Interdisciplinary Medical Training, Pathways to Medicine, Chinese Medicine Integration, Medical School Admissions, Clinical Training, Medical Curriculum Innovation, Nanyang Technological University, National University of Singapore, Healthcare Leadership, Medical Education Reform, Integrative Medicine

The experiential learning activity designed by the research team incorporates various methodologies to ensure that students not only observe but also engage with the concepts of skeletal muscle function. By simulating real-world medical scenarios, students are prompted to apply their theoretical knowledge in a controlled laboratory environment. This hands-on approach is particularly significant in the field of medical education, where understanding complex physiological interactions can be a daunting task without tangible experience.

Central to the laboratory activity is the exploration of muscle contraction mechanisms, including the roles of actin and myosin as they interact to produce movement. Students are provided with the opportunity to manipulate muscle fibers, allowing them to witness firsthand the biophysical interactions that occur at the cellular level. Such experiences reinforce the learning process and make abstract concepts more concrete, adding value to the educational experience and ultimately enhancing student retention of knowledge.

Research indicates that active learning strategies can significantly improve student outcomes compared to traditional lecture-based instruction. In this experiential lab, students engage in collaborative problem-solving exercises that promote critical thinking rather than rote memorization. As these future physicians work together to decipher how various factors, including pH, temperature, and electrical stimulation, impact muscle function, they develop a deeper understanding of the physiological underpinnings that dictate human movement and bodily responses.

The implications of the study extend beyond mere academic proficiency. Teaching strategies that incorporate experiential learning have been linked to increased student motivation and engagement, which are vital components for success in the demanding field of medicine. The research team notes that fostering teamwork skills is paramount, as collaborative practices are essential in a clinical setting where interdisciplinary cooperation often makes the difference in patient care outcomes.

Furthermore, the authors suggest that exposure to practical applications of theoretical principles equips students with the skills necessary for lifelong learning in a field that is constantly evolving. By enabling students to engage with scientific concepts actively, they become more adept at integrating new knowledge into their professional practice, which is of utmost importance in a landscape that continually witnesses advancements in medical science and technology.

Having implemented the lab activity in the curriculum, preliminary feedback from students reflects a positive shift in attitudes toward learning complex physiological topics. Many students report feeling more confident in their understanding of muscle physiology and express excitement about future applications of this knowledge in clinical scenarios. The researchers note that this enthusiasm for learning is a crucial aspect of cultivating effective future physicians who are keen to navigate the challenges of the medical field.

Moreover, the environmental setup of the lab fosters creativity and innovation among students. As learners work to design experiments that investigate different variables affecting muscle physiology, they tap into their natural curiosity and desire to explore the unknown. This creative engagement not only personalizes the learning experience but also inspires students to think deeply about their role in advancing medical science.

In a world where information is often consumed passively through digital media, the necessity for interactive and experiential educational models is more pressing than ever. This study underscores the importance of medical schools adopting progressive curricular frameworks that prioritize student engagement through experiential activities. Such methodologies not only prepare students for the clinical aspects of their future professions but also empower them with critical problem-solving skills that are essential in any healthcare setting.

In light of the research findings, this innovative approach to teaching skeletal muscle physiology could serve as a model for other areas of medical education. As the field grapples with the challenges of preparing students for a rapidly evolving healthcare landscape, applying similar experiential learning paradigms may pave the way for more effective training methodologies across disciplines.

Moreover, the researchers advocate for further studies to assess the long-term impacts of experiential learning on medical student performance and retention of knowledge. Understanding how these interactive learning experiences influence future clinical practice can provide valuable insights into optimizing medical education programs.

The study’s results contribute to a broader conversation about the critical interplay between educational strategies and healthcare outcomes. As medical students transition into their roles as practitioners, the foundational knowledge acquired through these experiential activities can have lasting effects on their ability to provide quality care to patients.

Through these efforts to innovate educational practices, we witness a transformative shift in medical curriculum delivery that prioritizes engaging, hands-on learning experiences. The work of Dr. Martinez and his colleagues is a testament to the power of experiential learning in shaping the next generation of healthcare professionals.

As we look to the future of medical education, studies like these empower educators and institutions to rethink how they approach teaching essential scientific concepts. The potential benefits to students, educators, and ultimately patients are too significant to overlook, signaling a bright and evolving future for healthcare education.

As advancements in teaching methods continue to unveil new possibilities for students and educators alike, embracing experiential learning approaches will be pivotal in ensuring that medical professionals are well-equipped to tackle the complexities of modern medicine.

By integrating innovative pedagogical methods such as those explored in this research, medical education stands to benefit not just those entering the field but society as a whole, responding to the need for well-rounded, capable, and knowledgeable healthcare providers.

Subject of Research: Experiential learning in medical education focusing on skeletal muscle physiology.

Article Title: An experiential learning lab activity on skeletal muscle physiology in undergraduate MD pre-clerkship curriculum.

Article References:

Martinez, A., Salinas, D., Maddox, M. et al. An experiential learning lab activity on skeletal muscle physiology in undergraduate MD pre-clerkship curriculum.
Discov Educ (2025). https://doi.org/10.1007/s44217-025-00998-2

Image Credits: AI Generated

DOI:

Keywords: Experiential learning, medical education, skeletal muscle physiology, undergraduate curriculum, collaborative learning.

The transition from theoretical knowledge to practical application does not come without its challenges. Medical students often express concerns about their preparedness to face the complexities of patient care upon graduation. While classroom learning provides essential foundational knowledge, it often lacks the nuanced understanding that real patient interactions can provide. Analyzing the perceptions of students, the researchers underscore the critical nature of experiential learning in bridging this gap, asserting that it must be incorporated systematically into medical training curriculums.

The study utilized a mixed-methods approach, combining quantitative surveys with qualitative interviews to capture a comprehensive view of the students’ experiences. The quantitative data revealed a striking disparity between students who engaged in extensive clinical placements and those who relied primarily on classroom education. Students who had significant exposure to patients reported feeling more competent and confident in their skills, suggesting that direct involvement in clinical settings plays a crucial role in developing their professional identities.

One of the most compelling narratives came from students who recounted transformative experiences during their internships. Many described how shadowing experienced clinicians and participating in patient care directly impacted their learning and self-assurance. These students emphasized that no amount of classroom instruction could replicate the lessons learned from hands-on experiences, such as navigating difficult conversations with patients or managing unpredictable clinical situations. Their testimonials highlight the need for curriculum reform that prioritizes direct patient engagement over traditional lecture formats.

Furthermore, the emotional aspect of experiential learning cannot be overlooked. Many students reported feelings of anxiety and stress regarding their future roles, yet these emotions were alleviated when they had the opportunity to engage in real-world situations. The empowerment derived from practical experience fosters resilience and adaptability—traits essential for successful medical professionals. This emotional correlation suggests that universities and medical schools must also consider the psychological components of learning and preparation to create a more robust educational experience.

Interestingly, the researchers noted that the sense of preparedness varied significantly across different specialties. Students entering high-contact fields, such as surgery or emergency medicine, expressed a greater need for early exposure to clinical environments compared to those pursuing less intense specialties. This finding indicates a unique opportunity for medical schools to tailor their curriculum according to the specific demands of different medical fields, allowing for more personalized education that aligns with student career aspirations.

Moreover, the research prompts discussion regarding the assessment methods used in medical education. Traditional examinations often focus on theoretical knowledge, which may not accurately reflect a student’s practical capabilities or readiness for practice. The authors advocate for innovative assessment strategies that evaluate students’ practical competencies alongside their theoretical knowledge, potentially using Objective Structured Clinical Examinations (OSCEs) or other performance-based evaluations that better mirror real-world scenarios.

Integrating experiential learning with the theoretical frameworks already present in medical education systems can enhance student outcomes significantly. The study argues that developing partnerships with healthcare institutions is vital for creating rich experiential learning opportunities. By fostering such collaborations, educational institutions can ensure that their students not only gain valuable insights from seasoned professionals but also contribute positively to the healthcare community during their training.

As the study highlights the importance of involving students in research and scholarly activities, it encourages an environment where future physicians can actively engage with their education rather than passively absorb information. Such participation not only enriches their learning experience but also builds critical thinking and research skills that are essential in the rapidly evolving field of medicine.

The implications of these findings reach beyond the individual student experience. A generation of medical professionals who feel prepared and confident is crucial for improving overall patient care and outcomes. When medical graduates emerge from their programs with a strong sense of readiness, they are more likely to approach their practices with assurance, ultimately benefiting the healthcare infrastructure as a whole.

In conclusion, Louey, Zeng, and Roberts’s research emphasizes the urgent need for medical schools to rethink and reform their educational approaches to align with the realities of clinical practice. By prioritizing experiential learning, integrating innovative assessment methods, and cultivating strong partnerships with healthcare settings, future physicians can better navigate the challenges of the medical profession. This transformative approach not only enhances the educational experiences of students but also prepares them to meet the complexities of patient care with confidence and competence.

The evolution of medical education is not just a matter of curricular adjustments; it is about reimagining what it means to be a medical student in the 21st century. As the dialogue around preparedness for practice continues, it is imperative that educational institutions listen closely to the voices of their students to ensure that their future practices are informed by the realities of the current healthcare landscape. This study is an important step in that direction, illuminating the path towards a more integrated, experiential, and ultimately successful medical education.

Subject of Research: Perception of preparedness for practice among graduating medical students and the role of experiential learning.

Article Title: Graduating medical students’ perception of preparedness for practice: experiential learning is key.

Article References:

Louey, C.Y.M., Zeng, A., Roberts, S. et al. Graduating medical students’ perception of preparedness for practice: experiential learning is key.
BMC Med Educ 25, 1402 (2025). https://doi.org/10.1186/s12909-025-07801-8

Image Credits: AI Generated

DOI: 10.1186/s12909-025-07801-8

Keywords: Medical education, experiential learning, student preparedness, clinical practice, curriculum reform.

The study emphasizes the necessity of live tissue training within medical curricula, suggesting that it provides a level of realism that simulated or cadaveric models simply cannot replicate. Surgeons often face high-stakes scenarios where split-second decisions are critical to patient outcomes. By employing live tissue training, which allows trainees to practice techniques on living models, the hope is to bridge this gap and foster a more profound understanding of anatomical structures and surgical techniques. This kind of hands-on training enables learners to develop not only their practical skills but also their confidence—a vital aspect in a high-pressure field like trauma surgery.

Swain et al. conducted a rigorous analysis to determine optimal training regimens that maximize educational effectiveness. The research outlines various methodologies used to assess the efficacy of these training programs. One critical aspect considered was how different approaches to live tissue training could affect learning outcomes. Trainees who engaged with live tissues reported higher levels of satisfaction and self-assessed proficiency compared to those using alternative training modalities. The authors underline that the tactile feedback and physiological responses observed in live tissue training cannot be matched by synthetic or other inert models.

Further investigation into the biological implications of using live tissue for training is also addressed. The research team meticulously reviewed ethical considerations surrounding the use of live animals for medical education. This included a detailed discussion on the balance between the need for effective surgical training and the ethical responsibility to minimize harm to living beings. By implementing strict guidelines and ensuring that all procedures are performed to the highest ethical standards, the program seeks to mitigate concerns while still capitalizing on the educational benefits of live tissue training.

An interesting finding from their research showed that specific training scenarios tailored to the unique demands of trauma surgery led to significant performance improvements among participants. For instance, the ability to adapt surgical techniques based on live feedback mirrored real-life scenarios more accurately. The insights gleaned from interactions with live tissues illuminated the physical nuances of tissue manipulation, enhancing the overall learning experience. This adaptive learning environment is particularly important in trauma surgery, where every decision and maneuver can influence patient prognosis dramatically.

Moreover, technology’s role in the future of live tissue training cannot be overstated. The study highlights advancements in virtual reality and augmented reality as complementary tools that can enrich the training experience. By integrating these technologies with live tissue practices, trainees may be exposed to a wider variety of scenarios and enriched learning experiences. The combined approach could lead to enhanced retention of knowledge and improved skill acquisition, ultimately benefiting patient care.

Swain et al. also focused on longitudinal studies to evaluate the long-term impact of live tissue training on surgical proficiency. Initial results suggested that those who underwent comprehensive training with live tissues demonstrated superior performance in clinical evaluations compared to their peers. This reinforces the idea that experiential learning is not merely beneficial; it could be crucial in preparing the next generation of trauma surgeons for the rigors of their profession.

The educational framework proposed by the authors emphasizes continuous assessment and feedback mechanisms to ensure the ongoing development of surgical skills. By fostering an environment of constructive critique, the program aims to cultivate a growth mindset among trainees. This psychological approach can significantly impact how future surgeons navigate their careers, promoting resilience and adaptability—traits that are invaluable in high-pressure environments.

As medical institutions face increasing scrutiny over educational outcomes and patient safety metrics, the introduction of live tissue training into surgical programs is a progressive step forward. The findings from Swain et al.’s work present a compelling argument for its integration at all levels of surgical education. Their research not only advocates for a methodological shift but also inspires a broader conversation about the future of medical training in a rapidly evolving landscape.

In conclusion, Swain et al. have made a substantial contribution to the discourse surrounding trauma surgery education. By exploring the intricacies of live tissue training and its implications, they have provided a framework that could revolutionize the way future surgeons are trained. As educational methods continue to evolve in response to modern medical challenges, their findings serve as a reminder of the importance of adapting training practices to meet the needs of both practitioners and patients alike.

The implications of this research extend beyond the surgical arena, potentially influencing medical education as a whole. A reexamination of current training paradigms could lead to breakthroughs not only in surgical technique but also in how future healthcare providers are equipped to face challenges across various disciplines. The commitment to enhancing educational practices through empirical evidence is a foundational step in advancing the medical field.

As the conversation around live tissue training gains traction, it will be interesting to observe how institutions integrate these findings into their curricula. Will hospitals and medical schools embrace this innovative approach at the expense of traditional methods? Or will they find a way to combine both, ensuring a comprehensive, well-rounded training environment for aspiring surgeons? Time will tell, but the groundwork laid by Swain et al. indicates that a shift in surgical education is not just possible; it is on the horizon.

Through continuous research and adaptation of medical training methodologies, the goal remains clear: to equip the next generation of surgeons with the skills, confidence, and ethical foundation needed to succeed in the ever-demanding field of trauma surgery.

Subject of Research: Optimising the educational utility of live tissue training in trauma surgery.

Article Title: Optimising the educational utility of live tissue training in trauma surgery.

Article References:

Swain, C., Cohen, H., Routh, J. et al. Optimising the educational utility of live tissue training in trauma surgery.
BMC Med Educ 25, 1248 (2025). https://doi.org/10.1186/s12909-025-07846-9

Image Credits: AI Generated

DOI: 10.1186/s12909-025-07846-9

Keywords: Live tissue training, trauma surgery, medical education, surgical proficiency, ethical considerations.

The impetus for this research arises from the rapidly changing dynamics within the medical field. As healthcare systems worldwide increasingly rely on innovative practices and entrepreneurial approaches to address pressing issues, it becomes paramount to equip aspiring professionals with the necessary skills, mindset, and knowledge. The researchers posit that traditional educational methodologies may not sufficiently prepare students for the complexities of modern medical practices. Thus, they suggest that a paradigm shift is necessary to ensure the development of well-rounded, innovative, and adaptable medical practitioners.

To delve deeper into this integration of educational theories, the researchers employed experiential learning theory as a foundational framework. This theory emphasizes the importance of real-world experiences in the learning process, proposing that students learn more effectively when they engage directly with practical situations. By incorporating experiential learning into the curriculum, educators can foster critical thinking, problem-solving skills, and creativity—attributes that are essential for success in today’s healthcare environment.

The study outlines various innovative educational practices aimed at immersing medical students in entrepreneurial thinking and experiential learning. These practices range from project-based learning, internships, and collaborative workshops, to mentorship programs that connect students with seasoned healthcare entrepreneurs. Each practice is designed to encourage students to engage actively with real-world challenges and derive solutions that align with the principles of medical ethics and patient care.

By investigating the perspectives of medical students, the researchers revealed a myriad of insights into their learning experiences and expectations from their education. Responses highlighted a desire for a more dynamic and hands-on educational approach that transcends traditional lectures and rote memorization. Students expressed a keen interest in collaborative learning environments where they could interact with peers, faculty, and industry professionals to exchange ideas and develop innovative solutions to healthcare challenges.

Furthermore, the researchers emphasized the significance of fostering an entrepreneurial mindset within medical education. The ability to think innovatively and adapt to changing circumstances is becoming increasingly crucial in a world where technology and patient needs are constantly evolving. By integrating entrepreneurial principles into the medical curriculum, students are not only prepared to be competent clinicians but also potential leaders and innovators in the healthcare landscape.

Another critical aspect addressed in the study is the need for a cohesive educational framework that supports this integration of experiential learning and entrepreneurship. This framework must encompass various stakeholders, including educational institutions, healthcare providers, and policymakers, to create a conducive environment for such transformative educational approaches. The collaborative efforts of these entities can facilitate the sharing of resources, knowledge, and best practices, ultimately enhancing the educational experience for medical students.

In their qualitative analysis, the researchers employed a range of methodologies, including focus group discussions and interviews, to gather rich, nuanced data from Chinese medical students. This robust data collection process allowed them to capture the diverse experiences and perceptions of students, which subsequently informed their recommendations for curriculum development. The findings underscore the significance of a holistic educational approach that emphasizes experiential learning while also promoting innovation and entrepreneurship.

As the results of this study gain traction, there is a growing dialogue surrounding the potential replicability of such educational models across different medical schools and contexts globally. The researchers are hopeful that their work will inspire similar initiatives in other regions, ultimately leading to a broader shift in medical education that embraces experiential learning and innovative thinking.

Moreover, this research arrives at a critical juncture in the evolution of medical education, particularly in addressing the inadequacies exposed by recent global health crises. The COVID-19 pandemic, for instance, has underscored the necessity for adaptable healthcare professionals who can respond with agility to unforeseen challenges. By leveraging experiential learning and entrepreneurial education, medical institutions can cultivate a workforce that is not only clinical proficient but also resilient in the face of adversity.

Ultimately, the conclusions drawn from this qualitative study are pivotal in redefining medical education in China and potentially throughout the world. The integration of experiential learning with a focus on innovation and entrepreneurship promises to equip future healthcare leaders with the tools necessary to navigate an increasingly complex and demanding profession. As medical schools consider adopting these recommendations, the hope is to inspire a new generation of medical professionals who are not only healers but also pioneers.

In conclusion, the research conducted by Wang, Fu, Wu, and their colleagues stands as a testament to the transformative potential of integrating experiential learning theories within medical education. By fostering an environment that promotes innovative thinking and practical engagement, educational institutions can effectively prepare future medical practitioners for the multifaceted challenges they will encounter throughout their careers. This study not only contributes to the ongoing discourse on medical education reform but also paves the way for future research dedicated to the evolution of healthcare training methodologies.

As the medical field continues to evolve with technological advancements and shifts in patient care needs, educational institutions must remain attuned to these changes. The implications of this research extend beyond academia, highlighting the critical need for ongoing collaboration between educational entities and the healthcare industry. This partnership is essential in crafting an approach to medical training that is not just relevant but also revolutionary.

Subject of Research: Integration of experiential learning theory with innovation and entrepreneurship education for medical students.

Article Title: Integrating experiential learning theory with innovation and entrepreneurship education: a qualitative study on Chinese medical students.

Article References:

Wang, Y., Fu, Y., Wu, X. et al. Integrating experiential learning theory with innovation and entrepreneurship education: a qualitative study on Chinese medical students.
BMC Med Educ 25, 1227 (2025). https://doi.org/10.1186/s12909-025-07804-5

Image Credits: AI Generated

DOI:

Keywords: Experiential Learning, Innovation, Entrepreneurship, Medical Education, China.