A study on the construction and application of PBL teaching model of pathology driven by metacognitive strategies

This study innovatively constructed a metacognitive strategy-driven PBL hybrid teaching model (metacognitive-PBL three-stage method) to address the problems of knowledge fragmentation and insufficient clinical transfer ability in pathology teaching. Through the three-stage closed-loop design of pre-course metacognitive knowledge padding, in-course case analysis and monitoring and reflection, and post-course knowledge transfer and reconstruction, metacognitive theory and problem-oriented learning were deeply integrated. Taking Cirrhosis of the Liver as a practical case study, we adopt the methods of group collaboration, progressive problem-guidance and multimodal evidence cross-validation to promote students to form a systematic cognitive framework of “etiology-pathology-clinical”. This model not only strengthens the connection between pathology and clinical practice, but also fosters students' structured knowledge integration and lifelong learning ability through the metacognitive cycle of “planning-monitoring-reflectin”, which provides a practical paradigm for medical education reform.