Abstract: Medical parasitology, as a course bridging basic medical sciences and clinical medicine, has an important disciplinary value in the medical education system. This study investigated the composition of parasitology teachers from multiple medical colleges and universities across China. The results showed that there was a significant difference in the proportion of teachers with clinical medicine background knowledge, and there was common dilemma that there were insufficient clinical medicine knowledge reserves among teachers in some medical colleges and universities, who encountered severe teaching challenges. Based on this issue, this study constructed a basic⁃clinical medicine collaborative problem⁃based learning (PBL) teaching model. This model integrated theoretical teaching, case analyses, and experimental operations, and combined transdisciplinary team building and multidimensional teacher training, which significantly improved the clinical teaching capability among parasitology teachers, and effectively compensated the impact of insufficient clinical medicine knowledge reserves on teaching. Following teaching reform, students' scores significantly improved, and their case analysis capability ability enhanced. This study provides a practical path to address the shortage of clinical medicine background knowledge among parasitology teachers, which facilitates the progress of educational reform of medical parasitology and improvement of teaching quality. 

Key words: Medical parasitology, Medical college and university, Basic?clinical medicine collaboration, Teaching model

摘要： 医学寄生虫学作为基础医学与临床医学之间的桥梁课程，在医学教育体系中具有重要的学科价值。本研究调研了我国多所医学院校寄生虫学专业教师的师资构成，结果显示各院校具有临床医学背景知识的教师比例存在显著差异，部分院校师资队伍临床知识储备不足已成为普遍困境，并面临严峻的教学挑战。基于此，本研究构建了基础⁃临床协同的问题导向学习（problem⁃based learning，PBL）教学模式，并通过有机整合理论教学、案例分析和实验操作，同时结合跨学科团队建设和多维度师资培训，显著提升了寄生虫学专业教师的临床教学能力，有效弥补了临床知识储备不足对教学的影响。教学模式改革后学生成绩显著提高，病例分析能力增强。本研究为破解寄生虫学专业教师临床医学背景知识短缺的困境提供了实践路径，有助于推进医学寄生虫学教学改革与教学质量提升。

关键词: 医学寄生虫学, 医学院校, 基础?临床协同, 教学模式