Abstract: Cultivating and inspiring students' interests in performing experiments and improving students' diagnostic skills and scientific research capability for infectious diseases like malaria are critical to comprehensive experimental teaching of morphology. Consequently, Soochow University initiated a problem⁃based hands⁃on inquiry⁃based comprehensive experiment program of blood⁃borne protozoa infections and diagnosis, which took students in the "5 + 3" integrated program of clinical medicine as the teaching targets, and it consisted of three parts: pre⁃class, in⁃class, and post⁃class. Before the experimental curriculum, students learned the theoretical knowledge and the process of modeling Plasmodium berghei and Babesia microti infections in mice through online course and virtual simulation experiments, and during the experimental curriculum, students performed exploratory experiments on differential diagnosis of P. berghei and B. microti infections with pathogenic and serological tests. After the experimental curriculum, students performed molecular biological testing and extracurricular scientific research project training through open experiments. A questionnaire survey was conducted among 99 students in the "5 + 3" integrated training program of clinical medicine in batch 2021, and a total of 93 valid questionnaires were retrieved, with a questionnaire recovery rate of 93.94%. Questionnaire survey showed that 70.97% (66/93), 70.97% (66/93), 77.42% (72/93), 70.97% (66/93), and 83.87% (78/93) of the students strongly agreed with the five statements in the questionnaire respectively, namely "high interest in learning during the experiment", "reasonable experimental content settings and good classroom atmosphere", "teachers were good at guiding students' practice and thinking", "students were the main body of the classroom during the experiment" and "Comprehensive experiments had better teaching effects than traditional verification experiments", indicating that the problem⁃based hands⁃on inquiry⁃based comprehensive experiment teaching has enhanced students' learning interest, spirit of inquiry, innovative thinking, and teamwork ability. 

Key words: Protozoa, Comprehensive experiment, Problem?based learning, Hands?on inquiry?based learning, Teaching practice

摘要： 激发并培养医学生开展实验的兴趣、提升其对疟疾等感染性疾病的诊断技能与科研能力是形态学综合实验教学的重点。基于此，苏州大学探索并开展了基于问题驱动的探究式“血液原虫感染与诊断”综合实验项目，该项目以临床医学“5 + 3”一体化培养学生为教学对象，分课前、课中和课后3个阶段开展。课前，学生通过线上课程和虚拟仿真实验学习伯氏疟原虫和田鼠巴贝虫相关理论知识及小鼠感染模型的构建过程；课中，学生通过病原学、血清学诊断方法对两种血液原虫的鉴别诊断开展探究式实验；课后，学生通过开放性实验开展感染模型相关分子生物学检测和课外科研课题研究。为评价该项目的教学效果，对99名2021级学生开展了问卷调查，共回收有效问卷93份，问卷回收率为93.94%。问卷调查结果显示，分别有70.97%（66/93）、70.97%（66/93）、77.42%（72/93）、70.97%（66/93）和83.87%（78/93）的学生对“实验过程中学习兴趣浓厚”、“实验内容设置合理，课堂氛围好”、“教师善于诱导学生实践与思考”、“实验过程中学生是课堂主体”、“综合性实验比传统验证性实验教学效果好”等5项陈述表示“非常同意”。以上结果提示，基于问题驱动的探究式综合实验教学可提升学生的学习兴趣，有助于培养其探究精神、创新思维并提升其实验操作技能及团结协作能力。

关键词: 原虫, 综合实验, 问题驱动, 探究式教学, 教学实践