Integrating Professional-Values-Oriented Education Into PBL Teaching: Practice Based on Case Discussions in Anatomy Curriculum.

This study, conducted among first-year undergraduates, investigates the feasibility of integrating professional-values-oriented education into the discussion-based human anatomy teaching module via the problem-based learning (PBL) model. Over a three-year reform period, PBL cases combining clinical scenarios with professional-values-oriented elements were designed and implemented specifically for this human anatomy module; the effectiveness of this approach was subsequently evaluated through a systematic assessment. The results indicate a notably high level of student acceptance (98.7%) and satisfaction (96.9%) with this instructional model. Furthermore, over 92% of students reported enhanced performance in three key areas: knowledge acquisition, skill development, and moral awareness. Overall course performance was evaluated as excellent. Integrating professional-values-oriented education into PBL anatomy discussion sessions demonstrated significant potential for promoting the concurrent development of professional knowledge and value-based literacy among early-stage undergraduates.