CONSTRUCTION PATH AND PRACTICAL EXPLORATION OF NATIONAL FIRST-CLASS UNDERGRADUATE COURSE MEDICAL PHYSICS

To enhance the science and engineering literacy of undergraduate students in medical and pharmaceutical programs and support the cultivation of innovative medical talents, this paper takes the third batch of national first-class undergraduate courses offered offline at Capital Medical University, “Medical Physics,” as an example to systematically explore its course construction and implementation pathways, with the hope of providing references for similar course construction. The course adheres to the construction philosophy of “student-centered, outcome-oriented, and diversified integration and innovation.” The construction measures include: content integration emphasizing the guidance of curriculum ideology and politics to promote the integration of medicine and engineering; resource construction focusing on building a smart course and virtual simulation experimental system based on knowledge graphs; evaluation reform implementing a combination of process assessment and formative evaluation; and the implementation of blended teaching exploration relying on rich course resources and smart course platforms. Practice has shown that the course has effectively improved students’ science and engineering literacy and comprehensive abilities and has received positive learning feedback. Through systematic construction, the course has achieved an organic unity of knowledge transmission, ability cultivation, and value shaping, providing replicable experience for the construction of science and engineering quality education courses in medical and pharmaceutical programs.