A Practice-Oriented Teaching Reform Model for Orthopaedic Instrumentation Education

Abstract

The Orthopaedic Instrumentation course, as a representative interdisciplinary subject integrating medicine and engineering, plays a pivotal bridging role between engineering competence cultivation and clinical application understanding. In response to existing challenges—including outdated course content, insufficient integration of theory and practice, and a single-dimensional assessment system—this study adopts engineering competency development as its core orientation and constructs a three-dimensional collaborative reform framework encompassing content restructuring, practice enhancement, and diversified evaluation. The reform was systematically implemented across two consecutive teaching cycles. By incorporating cutting-edge technological modules, establishing a tiered practical training system, and developing a comprehensive process-oriented assessment mechanism, the proposed reform facilitates the integration of theoretical instruction and engineering practice. Empirical observations indicate that course performance, excellence rate, and student satisfaction all showed noticeable improvement after the reform. Moreover, students exhibited enhanced engineering analytical capability and interdisciplinary problem-solving competence. This study provides a transferable structural paradigm for optimizing professional curricula within the context of medical–engineering integration.