The application research of integrating tutor-network-seminar and team-based teaching strategies in clinical practice teaching of laboratory medicine

Objective This study aims to investigate the feasibility and effectiveness of an integrated Tutor-Network-Seminar (TNS) and Team-Based Learning (TBL) teaching model in the clinical internship of Medical Laboratory Science. Methods A total of 60 students who completed their clinical internship in the Department of Clinical Laboratory Medicine at the First Affiliated Hospital of Henan University of Science and Technology between July 2024 and March 2025 were recruited as participants. They were randomly divided into two groups: the control group (n = 30) students received a traditional teacher-centered approach, and the study group (n = 30) instructed an integrated TNS and TBL approach. The effectiveness of the TNS-TBL teaching model was evaluated by comparing the differences between the two groups in theoretical assessment scores, practical skill assessment scores, teaching satisfaction, and overall teaching effectiveness ratings. Results There was no statistically significant difference in theoretical assessment scores between the two groups (46.60 ± 1.476 vs. 46.07 ± 1.837, p  > 0.05). However, students in the study group demonstrated significantly higher scores in practical skill assessments (47.80 ± 0.961 vs. 40.40 ± 3.500, p  < 0.001), teaching satisfaction (100% vs. 13.33%, p  < 0.001), and overall teaching effectiveness ratings. Conclusion The integration of the TNS and TBL models into standardized medical laboratory science internship significantly enhances students’ clinical practical skills and learning engagement, while fostering greater teamwork awareness and self-directed learning abilities, and yields higher teaching satisfaction. The remarkable effectiveness of the integrated TNS-TBL teaching model provides a promising approach for optimizing clinical internship teaching in medical laboratory science.