A Three-Dimensional Integrated Teaching Model for Postgraduate Pathophysiology: Synergizing Value-Based and Competency-Based Education

Background Effectively integrating professionalism and ethical reasoning into scientific postgraduate medical curricula remains a significant challenge globally. This study developed and evaluated a novel ‘Three-Dimensional Integrated Teaching Model’ (3D-ITM) that synergizes value-based education (informed by China's Curriculum Ideology and Politics, CIP) with international Competency-Based Education (CBE) frameworks for postgraduate Advanced Pathophysiology, addressing the superficial addition of ideological content, underdevelopment of higher-order thinking, and reliance on outdated assessment. Method A randomized controlled trial was conducted with 54 first-year nursing master’s students. The intervention group (n = 27) experienced the 3D-ITM curriculum, featuring a ‘double helix’ design intertwining scientific knowledge with value objectives, narrative pedagogy, and interprofessional activities. The control group (n = 27) received traditional lectures plus standard Problem-Based Learning (PBL). Mixed-methods data were collected via semi-structured interviews, reflective journals, competency rubrics, interprofessional collaboration surveys (ICCAS), and research proposal scoring. Results Compared to the control group, the intervention group demonstrated significantly superior outcomes across five domains: (1) Clinical Translation: 3.2 times higher frequency of integrating molecular mechanisms into clinical reasoning and 2.8 times higher scores in contextualized care planning ( p < 0.001 ). (2) Research Integrity: 4.1 times more reflective entries on ethics and 3.5 times higher adherence to ethical protocols in proposals ( p < 0.001 ). (3) Professional Identity: 3.7 times greater integration of social determinants of health into practice plans ( p < 0.001 ), aligning with International Council of Nurses (ICN) competencies. (4) Interprofessional Collaboration: 29% higher communication and 34% higher role clarity scores (ICCAS, p < 0.01 ). (5) Translational Research: Proposals showed 31% greater clinical relevance and 27% stronger mechanistic grounding ( p < 0.01 ). Conclusions The 3D-ITM successfully bridges a critical gap by embedding value education into core scientific training, resulting in comprehensive competency development. It provides an effective, replicable framework for educators seeking to cultivate clinically adept, ethically grounded, and collaborative healthcare professionals, demonstrating how localized educational concepts can align with and enhance global competency benchmarks. Trial registration Chinese Clinical Trial Registry (ChiCTR), [Registration Number Pending-Application Submitted]. Registered 13 Feb 2026 (retrospectively registered). A screenshot of the submission status is provided as Additional File 2.