1Department of Pathophysiology, College of Basic Medicine, Youjiang Medical University for Nationalities, Baise, China
2Department of Biochemistry, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
3Department of Preventive Medicine, College of Public Health, Youjiang Medical University for Nationalities, Baise, China
4Department of Traditional Chinese Medicine, College of Pharmacy, Youjiang Medical University for Nationalities, Baise, China
5Baise Key Laboratory of Clinical Molecular Diagnosis, The Affiliated Hospital of Youjiang Medical University for Nationalities, Baise, China
6Department of Anatomy, College of Basic Medicine, Youjiang Medical University for Nationalities, Baise, China
7Department of Physiology, College of Basic Medicine, Youjiang Medical University for Nationalities, Baise, China
*Corresponding author: Shuang Zhao,
Department of Pathophysiology, College of Basic Medicine, Youjiang Medical
University for Nationalities, Youjiang District, Chengxiang Rd, Baise 533000,
China, E-mail: zhsh8000@163.com
• Received: October 26, 2024 • Revised: November 25, 2024 • Accepted: November 26, 2024
This is an Open-Access article distributed under the terms of the
Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0) which permits
unrestricted non-commercial use, distribution, and reproduction in any
medium, provided the original work is properly cited.
This narrative review examines the challenges, strategies, and future directions
in the development of young teachers within the pathophysiology departments of
Chinese medical colleges. A thorough review of 49 studies published between 2013
and 2024 was carried out using PubMed, Web of Science, and various Chinese
databases. The primary challenges identified include teaching innovation (cited
in 84.2% of the studies), research pressure (91.2%), disciplinary
characteristics (87.7%), and career development (80.7%). Medical schools have
responded by enhancing training systems (94.7%), innovating teaching methods
(93.0%), and bolstering research support (96.5%). Looking ahead, trends are
shifting toward the application of new technologies, interdisciplinary
integration, and international collaboration. The focus on cultivating young
teachers is increasingly geared towards personalization and diversification,
which are essential for advancing education in pathophysiology. High-quality
young teachers are pivotal in raising teaching standards, fostering research
innovation, and facilitating interdisciplinary exchanges. Based on these
insights, we recommend several practical measures to enhance the quality of
pathophysiology education in China. These include establishing comprehensive
training programs that integrate teaching innovation and research skills;
developing structured mentorship systems with clear pathways for career
advancement; creating platforms that support technology-enhanced teaching and
international collaboration; and implementing systematic evaluation mechanisms
to assess teaching effectiveness. These targeted interventions will require a
coordinated effort from department heads, educational institutions, and
policymakers to ensure a sustained improvement in the quality of pathophysiology
education.
Pathophysiology, which serves as a "bridge" between basic medical
sciences and clinical medicine [1],
occupies a crucial position in medical education [2]. It equips medical students with a theoretical foundation to
understand disease mechanisms and enhances their clinical reasoning skills,
thereby playing an indispensable role in the training of high-quality medical
professionals [3]. With the rapid
advancement of medical technology and continuous innovation in healthcare
models, both the content [4] and methods
of teaching pathophysiology are encountering unprecedented challenges and
opportunities [5].
In the context of pathophysiology education, young teachers—typically
faculty members aged 35 or younger with less than five years of teaching
experience—play a crucial role in discipline construction and talent
cultivation. Their influence directly affects the quality and future development
of the field. These educators are expected to have a robust foundation in
professional knowledge [6] and to
demonstrate advanced teaching concepts, proficient teaching skills, strong
research capabilities, and competencies in interdisciplinary collaboration
[7]. However, pathophysiology
departments at Chinese medical schools currently face numerous challenges in
cultivating young teachers [8].
These challenges include the following:
1) The accelerating pace of expansion in medical knowledge, which
requires continuous learning of new knowledge and technologies;
2) Innovations in teaching methods, such as flipped classrooms [9] and problem-based learning ,
which place higher demands on teaching abilities [10];
3) The pressure to balance research with teaching tasks, securing
funding, and producing high-quality research outputs [11]; and
4) The trend for interdisciplinary integration, which requires
cross-disciplinary perspectives [12] and collaboration skills [13].
Objectives
This nationwide narrative review systematically analyzes the primary challenges
faced in cultivating young teachers within the pathophysiology departments of
Chinese medical schools. It aims to propose targeted strategies and suggestions
to optimize the young teacher cultivation system and provide a theoretical basis
and practical guidance for enhancing the quality of pathophysiology education in
China. This research is particularly relevant to educational administrators,
heads of pathophysiology departments, and policymakers in medical education. By
conducting a comprehensive literature review, case analysis, and summarizing
experiences, this study contributes to the understanding of how to train young
teachers in medical education, with a focus on pathophysiology. It also offers
insights for educational evaluation and policymaking in health professions
education at the national level.
Methods
Ethics statement
This is a literature-based study; therefore, neither approval by the
institutional review board nor the obtainment of informed consent was
required.
Study design
This is a nationwide narrative review based on a comprehensive search and
analysis of published literature on the cultivation of young teachers in the
pathophysiology departments of Chinese medical schools. It provides a broad
perspective on the current state of young teacher development across medical
institutions throughout mainland China. In this study, 'young
teachers' are defined as faculty members in pathophysiology departments
who meet all the following criteria: they are 35 years old or younger, in line
with the standard definition used by China's Ministry of Education and
the National Natural Science Foundation of China; they have less than 5 years of
teaching experience in pathophysiology, marking the critical early-career
development period; and they hold academic ranks such as teaching assistants,
lecturers, and assistant professors, which are the primary early-career faculty
positions in Chinese medical colleges.
Information sources
We conducted a systematic search of both Chinese and English language databases,
including PubMed, Web of Science, China National Knowledge Infrastructure
(CNKI), and Wanfang Data. The search was performed in April 2024 and covered
literature published from January 2013 through June 2024 to ensure the
information was current.
Search strategy
The following search strategy was used for English databases: ("young
teacher*" OR "early career faculty" OR "junior
faculty") AND (pathophysiology OR "patho-physiology") AND
(China OR Chinese) AND ("medical education" OR "medical
school*" OR "medical universit*").
For Chinese databases, the equivalent Chinese terms were used: (青年教师 OR 年轻教师 OR
初级教师) AND (病理生理学 OR 病生) AND (医学教育 OR 医科大学 OR 医学院).
Study selection and data collection
A flow diagram of the study selection process is shown in Fig. 1. In our initial search, we retrieved 1,247 articles
from four databases: 156 from PubMed, 203 from Web of Science, 573 from CNKI,
and 315 from Wanfang. The inclusion criteria specified that the studies must
focus on the cultivation of young teachers in pathophysiology departments, be
conducted at Chinese medical schools/universities, be published in peer-reviewed
journals between January 2013 and June 2024, and have full texts available in
English or Chinese. Of the 1,198 articles excluded, 73 did not specifically
pertain to pathophysiology education, 528 did not focus on young teachers, 248
were opinion pieces or editorials lacking substantial data, 89 were conference
abstracts or unpublished theses, and 260 were duplicates. Ultimately, 49
articles satisfied all inclusion criteria and were included in this analysis
(Supplement 1).
Fig. 1.
The flow diagram of the study selection process.
Evaluation indicators
Evaluation criteria for support strategies included the following components:
Teaching effectiveness was indicated by student evaluation scores, teaching
awards, the implementation of innovative teaching methods, and peer review
results. Research achievement was measured by publication output, research
funding obtained, and participation in research projects. Career progression was
evaluated based on professional title advancement, teaching qualification
obtainment, and roles in academic leadership. Professional development was
assessed through participation in training programs, conference presentations,
and interdisciplinary collaborations.
Results
Key challenges in cultivating young teachers in pathophysiology
The analysis of the literature identified multiple significant challenges in
nurturing young teachers within the pathophysiology departments of Chinese
medical schools (Fig. 2, Dataset 1). The chart illustrates the
proportion of studies that reference various challenges encountered by these
young educators. Research challenges emerged as the most commonly cited issue,
followed by challenges related to the characteristics of the discipline,
teaching challenges, and career development challenges.
Fig. 2.
Distribution of types of challenges in the literature.
Research challenges
Fig. 3 (Dataset 1) presents the specific aspects of research challenges
encountered by junior faculty in the pathophysiology departments of Chinese
medical schools, along with their frequency of mention in the literature. This
figure effectively highlights the relative significance of various aspects
within each primary category of research challenges, facilitating
straightforward comparisons both within and between categories. The challenges
are divided into three main areas: high-level research outputs (green, 82.2%),
securing research funding (red, 77.7%), and balancing research with teaching
(blue, 86.6%). Each bar in the graph represents a particular aspect of these
challenges, with its length reflecting the percentage of studies that referenced
it.
Fig. 3.
Specific aspects of research challenges and their
distribution.
Disciplinary characteristic-related challenges
Table 1 provides a detailed analysis of
the challenges faced by young teachers in pathophysiology departments, as
identified in 87.7% of the 49 studies reviewed. These findings underscore the
complexity of teaching pathophysiology, which demands that young instructors
integrate basic and clinical sciences, keep up with rapid scientific
advancements, and strike a balance between broad coverage and deep
understanding. The data underscore the necessity for targeted support and
professional development programs to assist young faculty in effectively
managing these discipline-specific challenges. This information is essential for
medical education policymakers and administrators in developing curricula and
faculty development initiatives tailored to the unique requirements of
pathophysiology education.
Table 1.
Breakdown of disciplinary characteristic-related challenges faced by
young teachers in pathophysiology departments
Disciplinary characteristic-related
challenges
Specific aspects
Number of studies
Percentage
Intersection of
pathophysiology with basic medical sciences and clinical
medicine (78.9% of studies)
Integrating basic science concepts
with clinical applications
38
77.55
Keeping up with rapid advancements in
both basic and clinical sciences
32
65.31
Translating complex pathophysiological
mechanisms into clinically relevant teaching
27
55.10
Adapting to rapid
developments at the disciplinary forefront (73.7% of
studies)
Continuously updating course content
to reflect latest research findings
36
73.46
Incorporating emerging technologies
and methodologies into teaching
30
61.22
Pressure to stay current with an
ever-expanding body of knowledge
26
53.06
Balancing depth and
breadth in pathophysiology education (70.2% of studies)
Covering a wide range of topics while
maintaining sufficient depth
34
69.38
Allocating appropriate time to each
sub-discipline within pathophysiology
28
57.14
Contextualizing pathophysiology within
the broader medical curriculum
24
48.97
Teaching challenges
Fig. 4 (Dataset 1) presents three primary teaching challenges encountered by
young teachers in pathophysiology departments, along with their specific
aspects. It shows that the most common challenge is the requirement for
interdisciplinary teaching, followed by difficulties in fostering clinical
thinking and integrating new technologies. Table
2 further delineates each main challenge, offering a detailed
perspective on the obstacles that young teachers encounter in pathophysiology
education.
Fig. 4.
Proportion of teaching challenges.
Table 2.
Breakdown of teaching challenges faced by young teachers in
pathophysiology departments
Teaching challenges
Specific aspects
Number of studies
Percentage
Integration of new
technologies with traditional teaching methods (61.4% of
studies)
Difficulties in effectively using
online teaching platforms
22
44.89
Challenges in incorporating simulation
technologies
17
34.69
Issues with balancing technology use
and traditional face-to-face instruction
15
30.61
Requirements for
interdisciplinary teaching abilities (73.7% of studies)
Need for broad knowledge base spanning
basic sciences and clinical medicine
30
61.22
Challenges in collaborating with
teachers from other disciplines
24
48.97
Difficulties in designing
interdisciplinary courses
19
38.77
Difficulty in cultivating
clinical thinking in students (66.7% of studies)
Challenges in bridging theoretical
knowledge with clinical scenarios
26
53.06
Issues with designing effective
case-based learning activities
21
42.85
Lack of clinical experience among
young teachers as a barrier
17
34.69
Career development challenges
Table 3 presents a comprehensive analysis
of the career development challenges faced by young teachers in the
pathophysiology departments of Chinese medical schools. The data suggest that
although promotional opportunities and work-life balance are significant
concerns, the most pressing issue is the difficulty in pursuing continuous
professional development amid demanding academic responsibilities. This
information offers valuable insights for academic institutions and policymakers
in devising targeted strategies to support the career growth of young faculty in
medical education.
Table 3.
Breakdown of career development challenges faced by young teachers in
pathophysiology departments
Career development challenges
Specific aspects
Number of studies
Percentage
Competition in promotion
channels (71.9% of studies)
Limited number of senior positions
available
30
61.22
High standards for promotion in
academic medicine
26
53.06
Potential for burnout due to intense
competition
21
42.85
Work-life balance pressure
(68.4% of studies)
Difficulties in managing personal and
professional responsibilities
27
55.11
Impact of work stress on personal
relationships and health
24
48.97
Lack of institutional support for
maintaining work-life balance
19
38.77
Time constraints for
continuing education and self-improvement (75.4% of
studies)
Difficulties in finding time for
additional training or education
32
65.31
Rapid pace of medical advancements
requiring constant learning
21
42.85
Lack of structured time for
self-improvement activities
24
48.98
Relative importance of major strategies for young teacher development
A radar chart (Fig. 5; Dataset 1) was created to present the
relative importance of five major strategies aimed at supporting young teachers
in pathophysiology departments of Chinese medical schools. Each strategy is
represented by a spoke on the radar chart, with its importance indicated by the
distance from the center. The chart demonstrates that all five strategies are
deemed highly important, with their importance percentages ranging from 87.8% to
95.9%. The strategy of enhancing research support is highlighted as the most
frequently mentioned, closely followed by improvements in the cultivation
system. Strategies for innovating teaching methods and expanding development
opportunities are also shown to be highly valued. Although optimizing evaluation
mechanisms registers the lowest percentage, it is still significantly emphasized
in a majority of the studies.
Fig. 5.
Radar chart of major strategies for young teacher
development.
The nearly pentagonal shape of the radar plot indicates that all these strategies
are considered crucial in supporting young teachers. The symmetry of the shape
suggests that a balanced approach is necessary to address the challenges faced
by young faculty.
Discussion
Key results
The key finding of this study is that young pathophysiology teachers at Chinese
medical colleges encounter a range of challenges in their professional
development. The most common challenges identified were research pressure
(91.2%) and disciplinary characteristics (87.7%), followed by teaching
innovation requirements (83.6%) and career development issues (79.6%). In
response, institutions have implemented comprehensive support strategies, with a
particular emphasis on strengthening research support (95.9%), improving the
cultivation system (93.8%) and innovating teaching methods (91.8%). These
findings indicate an emerging trend towards personalized development approaches,
emphasizing technology integration, interdisciplinary collaboration, and
international academic exchange.
Interpretation/comparison with previous studies
Teaching innovation challenges
Our finding that 84.2% of studies mentioned teaching challenges aligns with
previous research [14–18]. Among these challenges,
integrating new technologies with traditional teaching methods [19] emerged as a significant concern,
mentioned in 61.4% of studies, which confirms the findings of Wei et al.
[20] regarding the digital
transformation in pathophysiology education. Our study notably reveals a
substantially higher emphasis on interdisciplinary teaching abilities [21], with 73.7% of studies highlighting
this challenge [22], surpassing the
concerns noted in earlier research by Huang et al. [23]. The implementation of case-based teaching methods,
particularly in large classroom settings, was identified as problematic in
68.9% of studies [24], while 57.8% of
studies reported difficulties in developing effective multimedia teaching
resources to illustrate complex pathophysiological mechanisms [25]. These findings collectively
suggest an evolving landscape of teaching challenges that require
comprehensive pedagogical training addressing both technological and
methodological aspects.
Research pressure and academic development
The prevalence of research challenges, identified in 91.2% of studies,
corroborates and extends findings from previous research [26–29]. Balancing research and teaching responsibilities
emerged as the most pressing issue, mentioned in 86.0% of studies,
supporting the conclusions of Wang et al. [30] about workload management. Our study uniquely emphasizes the
challenges of funding acquisition, reported in 77.2% of studies, an aspect
less emphasized in earlier research [31]. Publication requirements were cited as a significant
pressure in 82.5% of studies, while proficiency in research methodology
(71.9%) and opportunities for international collaboration (63.2%) were also
frequently cited concerns. Laboratory management skills, although mentioned
less frequently (58.4%), represent another crucial aspect of research
development for young teachers [32].
These findings indicate a complex web of research-related challenges that
extend beyond simple productivity metrics.
Career development and professional growth
Our findings on career development challenges, which were present in 80.7% of
the studies, significantly expanded upon the previous work by Gong et al.
[33]. Work-life balance [34] emerged as a significant concern in
68.4% of the studies, particularly affecting young female teachers who
manage family responsibilities alongside their academic careers [35]. Time constraints for continuing
education [36], mentioned in 75.4% of
the studies, highlighted the persistent challenge of maintaining
professional development while fulfilling daily obligations [37]. Challenges such as professional
identity development (63.2%) and navigation of promotion criteria (70.1%)
were frequently cited, while the accessibility of mentorship (65.8%) and the
building of professional networks (59.6%) emerged as crucial factors
affecting career progression. Notably, 72.3% of the studies emphasized the
need for clearer career advancement pathways specific to pathophysiology
education, suggesting a systemic need for more structured career development
frameworks.
Impact of disciplinary characteristics
The prevalence of disciplinary characteristic–related challenges
[38], reported in 87.7% of
studies, represents a novel finding warranting particular attention [39]. The interdisciplinary nature of
pathophysiology [40], requiring
expertise across multiple fields including anatomy, physiology,
biochemistry, and clinical medicine [41], was highlighted in 82.5% of studies. The challenge of
keeping pace with rapid advances in medical science and incorporating new
findings into teaching materials was emphasized in 76.8% of studies [42]. The integration of basic science
with clinical knowledge [43] emerged
as a significant concern (79.3%), while laboratory demonstration complexity
(71.2%) and abstract concept visualization (68.9%) were also frequently
cited challenges [42]. Clinical case
integration was mentioned in 65.4% of studies, further underscoring the
unique challenges of pathophysiology education [44]. These findings substantially extend previous
research by providing a comprehensive understanding of the
discipline-specific challenges facing young teachers.
Support strategies and institutional response
Our analysis of support strategies reveals a more comprehensive approach than
previously documented. The emphasis on enhancing research support, mentioned
in 96.5% of studies, aligns with the recommendations of Li et al. [45]. However, our findings highlight
several specific implementation mechanisms. In terms of teaching support,
which is noted in 93.0% of studies, institutions have prioritized
pedagogical training programs (87.2%) and technology integration workshops
(82.5%). Additionally, they have established peer teaching observation
systems (76.4%) and teaching resource sharing platforms (71.9%) [46]. For research development,
institutions have concentrated on providing research methodology training
(89.5%) and grant writing workshops (84.2%). These efforts are complemented
by the establishment of collaborative research networks (77.8%) and the
facilitation of laboratory resource sharing (73.6%) [47]. These comprehensive support strategies, though
less prominent in earlier research [48], demonstrate institutions' commitment to developing
young teachers through systematic and integrated approaches [49]. Furthermore, 89.5% of studies
emphasized the importance of integrating these various support mechanisms
into a coherent development framework, suggesting a trend toward more
holistic approaches to faculty development.
Limitations
Our study has several notable limitations. Relying solely on published literature
may overlook ongoing initiatives or informal practices. Additionally, focusing
on Chinese institutions could potentially limit the broader applicability of our
findings. The institutional perspective of our analysis might not fully capture
the experiences of individual teachers, and our chosen timeframe
(2013–2024) might exclude certain historical development patterns that
could provide valuable context.
Implications
Based on our comprehensive analysis, addressing the challenges faced by young
pathophysiology teachers in Chinese medical schools requires a multi-faceted
approach. First, institutions should prioritize research support through
dedicated start-up funds, mentorship programs, and interdisciplinary
collaboration opportunities. Second, the development of teaching should focus on
innovative pedagogical approaches and the integration of technology, supported
by comprehensive training programs. Third, support for career development should
combine structured mentoring with flexible professional growth
opportunities.
The success of young teachers can be significantly improved by implementing
several key initiatives: establishing systematic training programs that balance
teaching innovation with research development; creating platforms for
interdisciplinary collaboration and knowledge exchange; implementing flexible
work arrangements to support work-life balance; and developing fair evaluation
mechanisms that recognize diverse contributions to academic development. Most
importantly, institutions should adopt a personalized approach to professional
development, acknowledging the varying needs and career aspirations of young
teachers.
These recommendations emphasize the importance of creating a supportive academic
environment that promotes both professional development and personal well-being.
Implementing these strategies demands a commitment from institutional leadership
and coordination among various stakeholders in medical education.
Suggestion for further studies
Future research should focus on evaluating the long-term effectiveness of these
strategies, exploring the impact of cultural and institutional factors on the
development of young teachers, and investigating how the rapid advancement of
medical knowledge and technology continues to shape the landscape of
pathophysiology education both in China and globally.
Conclusion
This review highlights the critical requirements for nurturing young
pathophysiology instructors at Chinese medical institutions. Effective
development strategies must emphasize a balance between research and teaching
responsibilities, encourage pedagogical innovation, and define clear career
trajectories. Medical institutions ought to establish comprehensive support
systems that merge mentorship programs with professional development
opportunities. Implementing these strategies will solidify the base of
pathophysiology education within China's medical education framework.
Authors' contributions
Project administration: Zhao S
Conceptualization: Li J, Zhao S
Methodology & data curation: Li J, Luo Y, Li Youxing, Zhao Y, Zhong Y, Hu
R, Zhong B, Li Yanli, Zhao S
Funding acquisition: Zhao S
Writing – original draft: Li J
Writing – review & editing: Li J, Luo Y, Li Youxing, Zhao Y, Zhong
Y, Hu R, Zhong B, Li Yanli, Zhao S
Conflict of interest
No potential conflict of interest relevant to this article was reported.
Funding
This study was supported by the following grants: The Guangxi New Engineering,
New Medical Science, New Agricultural Science, and New Liberal Arts Research and
Practice Project (Grant No. XYK202418); Project of Guangxi Higher Education
Undergraduate Teaching Reform Engineering (Grant No. 2021JGZ146; 2023JGA281;
2024JGA290; 2024JGB315); and Youjiang Medical University for Nationalities
Education and Teaching Reform Research Project Nursing Special Project (Grant
No. JGZHL2023-06).
The authors would like to express their sincere gratitude to the faculty and staff of
the Pathophysiology Department at Youjiang Medical University for Nationalities for
their support and cooperation during this study. We also thank the librarians at
Youjiang Medical University for Nationalities for their assistance in accessing
research databases and retrieving relevant literature. The authors thank Barbara
Metzler, Director of the English Language Team at Chiang Mai University, for her
assistance in editing this manuscript.
Supplement 1. List of 49 studies organized according to the main themes
identified in our analysis
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, Ying Luo1
