Transforming medical pedagogy:SCI+3E framework in neurology teaching
WANG Xiaomu
YANG Fang
QIAO Xiaozhi
ZHAO Jingjing
JIANG Wen
Abstract：Objective To evaluate the impact of a scenario-case-issue(SCI)pedagogical framework integrated with a 3E(essential knowledge and skills-English-essay)evaluation system on the teaching efficacy in neurology education.Methods This study involved two consecutive cohorts of five-year clinical medicine students from the Air Force Medical University:a control group(2019 grade,n=126)taught via traditional methods and an experimental group(2020 grade,n=125)instructed using the SCI+3E approach.At the end of the semester,both groups were evaluated through objective written examinations and subjective questionnaires measuring course satisfaction and perceived learning outcomes.Results Compared with the control group,the experimental group showed significantly higher scores in both theoretical assessment and teaching effectiveness feedback questionnaire,with statistically significant differences.(P<0.05).Conclusions The SCI+3E pedagogical model fosters structured clinical reasoning and multi-dimensional skill development,and hence elevates neurology education quality and clinical competency.These findings underscore the model's potential to facilitate medical pedagogy by bridging theoretical knowledge with practical application.
Keywords：SCI+3E pedagogical approachneurologyundergraduate medical education
Publication Date：2026-01-28
Online Publishing Date：2026-01-17(First online date of this platform, not the publication date of the document)
Pages：4( 105-108 )