Exploring of Graduate Education System in Biomedical Science: A mixed method design

Exploring of Graduate Education System in Biomedical Science: A mixed method design | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring of Graduate Education System in Biomedical Science: A mixed method design Minji Kim, Cheolil Lim This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7175802/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 04 Dec, 2025 Read the published version in BMC Medical Education → Version 1 posted 15 You are reading this latest preprint version Abstract Background : This study aims to develop the education systems in the field of biomedical sciences using the Rapid Prototyping to Instructional Systems Design (RPISD) model. Methods : A comprehensive literature review was conducted, along with a current state analysis and a relevant case analysis. Additionally, 100 learner surveys, 36 learner and 15 instructor interviews, and a usability test were carried out in accordance with the phases of the RPISD model. Results : This study resulted in the formulation of 12 educational principles and 18 educational strategies for the Department of Biomedical Sciences. Specifically, six educational principles and seven educational strategies were developed with respect to the curriculum, four educational principles and five educational strategies in regard to teaching methods, and four educational principles and six educational strategies in relation to the educational environment. Conclusion : The findings of this study provide guidelines for higher education institutions in various regions to build or improve their graduate education system in the field of biomedical sciences. Biomedical science education Education system RPISD model Mixed method Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 INTRODUCTION It is essential to develop highly skilled human resources equipped with specialized knowledge to foster the core competencies demanded by future societies. Graduate schools that develop outstanding professionals are of vital importance as premier educational institutions that nurture future scholars and support research activities. 1 In order for graduate schools to effectively cultivate high-level human resources with excellent teaching and research competencies, it is essential that they implement appropriate educational approaches and frameworks that are tailored to their specific fields. 2 The Graduate School of Biomedical Sciences is committed to training researchers who are equipped with the skills necessary to conduct clinically oriented research. It advances a more human- and disease-centered approach by cultivating interdisciplinary collaboration between preclinical medicine and clinical practice. In recent times, the institution has sought to cultivate researchers of the highest caliber, equipped with expertise in convergence research and a keen understanding of the pivotal role played by biotechnology. In order to achieve the aforementioned objectives of the graduate school specializing in biomedical sciences, it is imperative to establish a comprehensive education system that is aligned with corresponding educational principles and strategies. 3 Specifically, a comprehensive education system should be formulated that encompasses educational goals, curriculum, teaching methods, and educational environment. 4 To achieve this ambitious objective, a systematic methodology must be employed to conduct a series of investigations and analyses. This study has developed the education system with the aim of improving the quality of Biomedical Sciences education. To develop education system systematically, the Rapid Prototyping to Instructional Systems Design (RPISD) model was used to analyze previous research, the need analysis, current state, and relevant cases, to gather opinions from learners and instructors and to test usability. The results of this study are expected to provide guidelines. LITERATURE REVIEW Education System in Biomedical Science This education system is a systematic and comprehensive system for achieving educational goals. It is an integrated framework that includes curriculum, teaching and learning methods, and educational environments that are structured to support the cognitive, emotional, and social development of learners. 4 . An integrated system in which these elements interact organically should be understood. The need for such an education system can be discussed from different perspectives. 5 First, it provides clear educational goals and effective strategies to achieve them, thus enabling goal-oriented educational activities. 6 Second, it provides a systematic learning path that corresponds to learners' developmental stages and individual needs, facilitating individualized and differentiated instruction. 7 Third, it enables the efficient allocation and optimized use of educational resources, thereby improving educational efficiency. Fourth, it provides an evaluation system and feedback mechanism for quality control and continuous improvement of education. The development of an integrated and robust education system has become the most critical task in the modern information society. 8 This system is essential not only for teaching individual facts, but also for fostering skills that are increasingly important in our complex, interconnected modern society. These include sophisticated skills such as the ability to analyze critically, to solve problems creatively, to collaborate effectively, and to think adaptively. In reflection of the above, previous study studied on Monash University Medical School in Melbourne, Australia, demonstrates the application of a holistic approach through a case study. 8 The curriculum at this institution incorporates several holistic approaches. These include meditation and yoga workshops, a twelve-week elective program, and research led by students on issues associated with complementary and alternative medicine (CAM).This approach provides students with a more comprehensive medical perspective by emphasizing the significance of evidence-based practice and holistic philosophy in medical education. Including previous study, the analysis of different education systems of science education reveals a number of common features that provide important guidelines for the direction of modern science education and for the construction of an effective educational framework. 8 It emphasizes an interdisciplinary approach, integrating basic science and clinical expertise for a comprehensive understanding. The education systems prioritize developing practical problem-solving skills beyond theoretical knowledge transfer. They make active use of problem-based learning (PBL) and case-based learning (CBL) methodologies to cultivate the ability of students to deal with complex challenges in the field of biomedicine. It also focuses on student interaction and cooperative learning experiences that harness collective intelligence for more effective learning. These features indicate that science education is designed to develop sophisticated and practical scientific skills needed to train future scientists and health professionals who will be able to adapt to the rapidly changing scientific and technological environment. RPISD Model for Design and Development Research of Education To develop the education system systematically, it requires a systematic instructional systems design. Accordingly, theories on instructional systems design have been proposed. The RPISD (Rapid Prototyping to Instructional Systems Design) model was presented to overcome the theoretical and practical limitations of traditional ISD models. 9 The ISD model is a linear model that focuses excessively on step-by-step characteristics. However, the actual education system development process does not proceed sequentially according to individual steps; de-pending on the situation, it can occur simultaneously or proceed with steps changed. 9 Therefore, as an alternative to address these issues, previous study proposed the RPISD model as shown in [Fig. 1]. 10 Unlike the step-by-step linearity of traditional ISD models, the RPISD model proceeds in a cyclical flow. It has the characteristic of each phase progressing simultaneously and overlap-ping, and has the advantage of producing higher quality outputs through repetitive prototype development and modification. Additionally, through the usability evaluation phase, it places great importance on continuous interaction with the client, resulting in the ability to sufficiently reflect the client's requirements. Recent studies have demonstrated the effectiveness and adaptability of the RPISD model across various educational settings and technological domains. For instance, previous study employed the RPISD model in a library context to develop a research workshop for undergraduate students. 11 By methodically progressing through the model's key stages, they successfully enhanced their educational program. This study highlights the model's adaptability, as shown by its ability to iteratively develop and evaluate prototypes, thus demonstrating its capacity to align with learners' needs. Previous study conducted a comprehensive systematic literature re-view to examine the use of rapid prototyping in the design and development of educational digital resources. 12 This comprehensive review encompasses studies from 2000 to 2021 and concludes with a determination that the rapid prototype methodology effectively reduces development time and costs while enhancing user engagement across various educational domains. 12 A case study by previous study focused on implementing the rapid prototyping methodology in the development of mobile serious games. 13 Their empirical research findings demonstrate that the RPISD model reduces development time, enables quick assessment of game mechanics in the early stages, and facilitates rapid integration of user feedback, there-by significantly improving overall game quality. The synthesis of these findings indicates the efficacy of the RPISD model across a spectrum of educational contexts, from traditional instructional settings to innovative educational technologies. These studies underscore the advantages of the RPISD model over conventional linear design paradigms, emphasizing its flexibility, user-centric approach, and ability to efficiently accommodate user requirements while optimizing development resources. These studies indicate a growing recognition of the RPISD model as a pragmatic and potentially impactful design strategy, well-suited to modern educational landscapes and technological progress. METHODS In order to develop an education system for the Department of Biomedical Sciences at the Graduate School, this study employed the RPISD model, an instructional system design model. It enables the development of effective educational outputs through rapid prototype development and iterative usability testing, which allows for the identification and supplementation of problems.10 In accordance with the RPISD model, we conducted an analysis of previous research, the cur-rent state, and relevant cases; surveyed and interviewed learners and instructors; tested the usability of the system; and developed the final artefacts (see Fig. 2 and 3). First, the educational goals that the biomedical sciences department should aim to achieve were identified through an analysis of previous studies, the current state, and relevant cases. The core goals of the biomedical sciences department were derived from data obtained from previous studies, which served as a baseline for the analysis. Subsequently, a survey was administered to students to ascertain their perceptions of the educational characteristics of the biomedical sciences department and potential areas for improvement. Of the 391 graduates and enrolled students of the Department of Biomedical Sciences at Seoul National University Graduate School, 100 participants completed the survey. With regard to the respondents' academic specialties, 25 were engaged in immunological studies, 15 in systems informatics and personalized medicine, 37 in physiological and neuroscientific research, 18 in molecular medicine and oncology, and 5 in biomedical imaging. Subsequently, learner interviews were con-ducted with 36 randomly selected students who had expressed willingness to participate. With regard to the respondents' majors, 11 were in immunology, 3 in systems informatics and personalized medicine, 14 in physiology and neuroscience, 6 in molecular medicine and oncology, and 2 in biomedical imaging. The survey questionnaire and interview guide were developed for the specific purpose of this study, with a view to aligning with the context and objectives of the Department of Biomedical Sciences(See Appendix 1). In addition, instructor interviews were conducted for the purpose of identifying the core competencies of learners and the prospective trajectory of the Department of Biomedical Sciences, as well as to ascertain areas requiring improvement. A total of 15 instructors from the Department of Biomedical Sciences at Seoul National University Graduate School were randomly selected to participate in this study. Five of the participants were from the department of immunology, two from department of the systems informatics and personalized medicine, three from the department of physiology and neuroscience, and five from the department of molecular medicine and oncology. Throughout the entirety of the project phase, regular meetings were held on three occasions for the purpose of reflecting upon the client's needs and reviewing the project output. Ultimately, the project output was revised and augmented through the implementation of a usability test, thereby facilitating the derivation of the final educational principles and strategies. RESULTS Analysis of the Learner Survey The results of the learner survey were subjected to analysis in accordance with the following categories: overall education, educational goals, curriculum, teaching methods, and educational environment. The findings are presented in Table 1 and Fig. 4. The mean rating for overall satisfaction with the educational experience was 3.51. With regard to educational objectives, the mean satisfaction with the attainment of the objective "to cultivate in-depth scientific abilities in human physiology and disease" was 3.59, marginally higher than the mean satisfaction with overall education. The mean satisfaction with the attainment of the objective "to cultivate research skills to identify important questions based on scientific reasons for health and disease and find one's own answers" was 3.60, comparable to the mean satisfaction with educational objectives. In terms of curriculum, the mean value was 3.45 when respondents were asked to rate the extent to which the education helped them conduct their degree research. The mean value for the extent to which the education aided in the enhancement of scholarly convergence abilities was 3.26, which is less than that of the preceding question regarding the helpfulness of the education in conducting degree research. Moreover, the necessity for a competency-based curriculum was indicated by an average rating of 3.80. With respect to teaching methods, the mean value for the assessment of the appropriateness of the courses and teaching and learning methods was 3.38. The mean value for the necessity of online courses was 3.40, while the mean value for the necessity of technology was 3.70, indicating that the necessity of technology was higher than that of online courses. Finally, the mean value for satisfaction with the educational environment was 3.38. Analysis of Learner Interviews The results of the learner interviews were analyzed in terms of educational goals, curriculum, teaching methods, and educational environment. The findings are presented in Table 2. Thematic analysis revealed two primary themes pertaining to educational goals, curriculum, and teaching methods, as well as three overarching themes related to the educational environment. In terms of educational goals, the respondents indicated that the ability to plan and conduct research independently, as well as the capacity to collaborate and converge, were the most essential competencies for those pursuing careers in the field of biomedical sciences. In particular, with regard to expertise in the field of biomedical sciences, the respondents identified professionalism, the capacity to collaborate and converge with other researchers in order to facilitate joint research, and creativity in identifying new research topics as the most essential competencies. In terms of curriculum, the prevailing view was that the curriculum should be re-organized to foster talent in the Department of Biomedical Sciences and that the current level of courses should be readjusted. Furthermore, the creation of practical and fundamental courses covering statistical methods, practical training methods, experimental tool usage, and dissertation writing methods in the context of biomedical sciences was recommended. With regard to pedagogical approaches, the participants emphasized the efficacy of developing courses that are offered on a recurring basis each semester in an online format. This enables the flexibility of learning that is not constrained by temporal limitations. Moreover, both professors and students expressed high levels of satisfaction with seminar classes. However, there was a perception that an expansion of the presentation and discussion classes would be beneficial. Regarding the educational environment, it was recognized that there is a need for collaboration between laboratories and that opportunities for interaction should be pro-vided. Moreover, it was proposed that an environment conducive to fostering a passion for research, rather than merely seeking employment, could be created by inviting experienced researchers to share their insights. Additionally, while the proximity of the educational environment to hospitals offers invaluable access to clinical data, there were opinions that collaboration with hospitals was not as seamless as anticipated, with the success of such partnerships being largely dependent on the individual competencies of instructors. Analysis of Instructor Interviews The results of the instructor interviews were analyzed in terms of educational goals, curriculum, teaching methods, and educational environment. The findings are presented in Table 3. The analysis yielded two primary themes pertaining to educational goals, curriculum, and teaching methods, as well as three overarching themes related to the educational environment. In terms of educational goals, it is recommended that systematic education be provided to foster talent in biomedical science research through enhanced scientific thinking skills. Additionally, it was proposed that students should be educated to anticipate significant outcomes following the conclusion of the program (upon graduation). Regarding the curriculum, it was observed that there is a necessity to provide fundamental courses at various levels in order to accommodate the diverse needs of students. Furthermore, although a diverse range of elective courses may be perceived as an advantage for students, it could also be regarded as a potential drawback. Accordingly, it has been proposed that the proportion of required major courses be increased. In regard to the teaching methods, the recommendations from the learner inter-views were echoed, namely that the range of methods used in the classroom should be expanded to include more than just lectures. It was additionally observed that there is a necessity for educators to receive training in the use of technology, particularly in the context of online platforms. With respect to the educational environment, it is essential to provide support ser-vices such as dormitories or scholarships to encourage students to engage in research and to facilitate their professional development after graduation. This may entail inviting alumni to serve as mentors or publishing career case books. It was also noted that there is a need to establish networks among universities, departments, and laboratories to facilitate student interactions. Education Systems in Biomedical Sciences at the Graduate School In light of the aforementioned research findings, the Department of Biomedical Sciences at the Graduate School has devised a comprehensive framework for its educational principles and strategies, encompassing curriculum, teaching methods, and the educational environment. This framework is presented in Fig. 5 and comprises a total of 14 educational principles and 18 educational strategies. Specifically, six principles and seven strategies were developed with respect to the curriculum, four principles and five strategies with respect to teaching methods, and four principles and six strategies with respect to the educational environment (Tables 4–6). In terms of curriculum, it was determined that four key areas require attention: 1) the redesign of courses according to levels, 2) the development of research methodology courses, 3) the introduction of interdisciplinary courses, and 4) the creation of courses utilizing clinical data (Table 4). Firstly, it is essential to ascertain the level of difficulty associated with each course and subsequently to redesign said courses, ensuring that they are structured from fundamental to advanced levels. Furthermore, it is imperative that students complete the fundamental courses during the initial semester to ensure a baseline level of knowledge. Secondly, it is imperative to develop a research method-ology course, including a statistics course and a dissertation writing course, which are tailored to the context of research conducted in the field of biomedical sciences. Furthermore, it is imperative to develop new courses on the utilization of experimental tools, tailored to the specific tool in question, to address the challenges faced by students who are rapidly integrated into experimental settings. Thirdly, it is crucial to introduce interdisciplinary courses to foster convergence competencies and expand perspectives across diverse academic disciplines. Finally, it is vital to create courses that provide access to clinical data and equip students with the skills to conduct research using such data. In regard to pedagogical approaches, it was determined that there is a need to: (1) expand the scope of presentation- and discussion-oriented classes, (2) broaden the range of experimental and practical training classes, (3) implement diverse learning methods, and (4) leverage new technologies (Table 5). Firstly, it is essential to develop the capacity to articulate one's own perspectives and engage with the ideas of other researchers through the medium of presentations and discussions. Secondly, it is vital to enrich the learning experience through the incorporation of practical training and experimental classes, in addition to lectures and seminar/discussion classes. Thirdly, the integration of diverse learning methods, such as flipped learning, blended learning, and project-based learning, is essential to enhance students' convergence skills. Finally, it is crucial to equip instructors with the knowledge and skills to effectively utilise technology in their classes, proactively employ online learning management systems (LMS), and offer online courses for courses that are repeated every semester for students. With respect to the educational environment, the following four recommendations were identified for consideration: 1) the establishment of a research culture, 2) the facilitation of the utilisation of clinical data, 3) the formation of a biomedical sciences community, and 4) the restructuring of the student welfare system (see Table 6). Firstly, the establishment of a research-oriented environment can facilitate the free exchange of ideas and learning between students, as well as encourage collaboration between re-searchers with diverse backgrounds and expertise, ultimately leading to academic convergence. Secondly, it is imperative to provide students with sufficient data, given the intrinsic nature of biomedical sciences, which relies heavily on research utilising clinical data. Thirdly, it is of the utmost importance to establish a community between alumni and enrolled students. This may be achieved by the implementation of programs, such as mentoring days and the publication of alumni career casebooks, which provide information regarding students' post-graduation careers. It is similarly crucial to facilitate student interaction through the organization of regular meetings or events that provide opportunities for networking across colleges, departments, and laboratories. Ultimately, it is essential to secure adequate dormitory accommodations to ensure that students can devote their full attention to their research endeavors. Furthermore, it is vital to expand the scholarship system to provide financial assistance for tuition fees, overseas conferences, and other related expenses. DISCUSSION This study developed the educational principles and strategies as the education systems for the Department of Biomedical Sciences at the Graduate School. The findings of the analysis, comprising a literature review, survey, and interviews, can be summarized as follows in relation to the educational goals, curriculum, teaching methods, and educational environment. In regard to educational objectives, the capacity to plan and conduct independent research was identified as a key competency for biomedical scientists, along with additional collaboration and convergence competencies. With regard to the curriculum, a notable discrepancy was observed in the level of major courses, which constrained the range of courses available to students. Moreover, no courses were identified that addressed research methods, such as statistics and dissertation writing, within the context of biomedical sciences. With regard to teaching methods, it was recommended that courses that are repeated on a semester-by-semester basis should be developed as online courses, and that more presentation- and discussion-oriented classes should be expanded. In terms of the educational environment, it was recommended that an educational culture should be fostered in which research and study, rather than employment, are the objectives, and that access to clinical data should be expanded. In light of the aforementioned analysis, the educational principles and strategies of the Department of Biomedical Sciences can be delineated as follows with respect to educational goals, curriculum, teaching methods, and educational environment: In terms of educational goals, the Department of Biomedical Sciences at the Graduate School should develop researchers who possess the competencies of professionalism, collaboration and convergence, and creativity and scientific thinking. With regard to the curriculum, it is essential to differentiate between fundamental and advanced-level courses in terms of their difficulty.14 Moreover, it is imperative to develop courses on research methodology or courses that utilize clinical data. With regard to teaching methods, it is recommended that the current methods, which employ various technologies, be augmented with the incorporation of presentations and discussion classes, flipped learning, blended learning, and project-based learning.15 In terms of the educational environment, it is essential to establish a system that can foster the development of a biomedical sciences community and provide a range of student support services to facilitate their ability to focus on their studies and research. To develop the education system in a systematic manner as previously described, it is of the utmost importance that an ongoing process of "educational monitoring and feedback" be conducted. To this end, a distinct committee and feedback system must be constituted to guarantee a methodical approach and exhaustive analysis.16, 17 For example, the Graduate Education Commit-tee or the Graduate Education and Quality Management Committee should conduct regular forms of educational monitoring. Furthermore, comprehensive analysis of the overall educational experience is necessary, including not only course evaluations for enrolled students but also surveys of graduates. The results of these surveys should be used as feedback. CONCLUSIONS The objective of this study is to develop an enhanced educational framework for the biomedical sciences, with the RPISD model serving as the foundation for this endeavor. A comprehensive literature review, a current state analysis, a relevant case analysis, learner surveys, learner and instructor interviews, and usability tests were conducted in accordance with the phases of the RPISD model. Consequently, this study resulted in the formulation of 12 educational principles and 18 educational strategies for the Department of Biomedical Sciences. Specifically, six educational principles and seven educational strategies were developed in regard to the curriculum, four educational principles and five educational strategies in regard to teaching methods, and four educational principles and six educational strategies in regard to the educational environment. This study offers guidelines for higher education institutions in diverse regions to construct or enhance their graduate education system in the field of bio-medical sciences. Declarations Ethics approval and consent to participate This study was approved by the Institutional Review Board of Seoul National University (Approval No. 2507/004-019). All procedures involving human participants were conducted in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its later amendments. Informed consent was obtained from all individual participants included in the study. The data of the study were anonymous. Clinical trial number Not applicable. Consent for publication Not applicable. Data Availability The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Competing Interests The authors declare no competing interests. Funding Authors did not receive any funding for this study. Authors' contributions MK conceptualized and designed the study. MK and CL conducted the review of literature and prepared the first draft. CL contributed to review and revision in the first draft and approved the final version. Acknowledgements Not applicable. References Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career . The journal of higher education , 73(1), 94-122. https://doi.org/10.1080/00221546.2002.11777132 Taylor, J. S., Wendland, C. L., Kulasegaram, K., & Hafferty, F. W. (2023). Admitting privileges: A construction ecology perspective on the unintended consequences of medical school admissions. Advances in Health Sciences Education , 28(4), 1347-1360. https://doi.org/10.1007/s10459-023-10210-5 Lim, C., Han, H., Jung, D., Ozturk, Y. E., Hong, J. H., Kim, K., & Kwon, H. (2017). Exploring an e-learning platform prototype for supporting learning design. Journal of educational technology , 33(4), 799-837. https://doi.org/10.17232/KSET.33.4.799 Bosch, G., & Casadevall, A. (2017). Graduate biomedical science education needs a new philosophy. MBio , 8(6), 10-1128. https://doi.org/10.1128/mBio.01539-17 Makransky, G., & Petersen, G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review , 33(3), 937-958. https://doi.org/10.1007/s10648-020-09586-2 Lu, S. Y., Wu, C. L., & Huang, Y. M. (2022). Evaluation of disabled STEAM-students' education learning outcomes and creativity under the UN sustainable development goal: project-based learning oriented STEAM curriculum with micro: bit. Sustainability , 14(2), 679. https://doi.org/10.3390/su14020679 Naseer, F., Khan, M. N., Tahir, M., Addas, A., & Aejaz, S. H. (2024). Integrating deep learning techniques for personalized learning pathways in higher education. Heliyon . https://doi.org/10.1016/j.heliyon.2024.e32628 Hassed, C. S. (2004). Bringing holism into mainstream biomedical education. The Journal of Alternative & Complementary Medicine , 10(2), 405-407. https://doi.org/10.1089/107555304323062428 Tripp, S. D., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy . Educational technology research and development , 38(1), 31-44. https://doi.org/10.1007/BF02298246 Jones, T. S., & Richey, R. C. (2000). Rapid prototyping methodology in action: A developmental study . Educational Technology Research and Development, 48 (2), 63-80. https://doi.org/10.1007/BF02313401 Hess, A. N., & Hristova, M. (2016). To search or to browse: How users navigate a new interface for online library tutorials. College & Undergraduate Libraries, 23 (2), 168-183. https://doi.org/10.1080/10691316.2014.963274 Alonso-Fernández, D., Fernández-Rodríguez, R., Taboada-Iglesias, Y., & Gutiérrez-Sánchez, Á. (2022). Impact of high-intensity interval training on body composition and depressive symptoms in adults under home confinement . International Journal of Environmental Research and Public Health, 19 (10), 6145. https://doi.org/10.3390/ijerph19106145 Molnar, A., & Kostkova, P. (2018). Teaching Hygiene and Responsible Antibiotic Use through a Mobile Game for Children. In Mobile Apps Engineering (pp. 127-138). Chapman and Hall/CRC. https://doi.org/10.1201/9781315166926-5 Tweedie, J., Pelly, F., Wright, H., & Palermo, C. (2024). Exploring the adoption of concept-based curricula: insights from educators and implications for change. Advances in Health Sciences Education , 1-15. https://doi.org/10.1007/s10459-024-10346-y van Braak, M., Huiskes, M., & Veen, M. (2022). When and how teachers intervene in group discussions on experiences from practice in postgraduate medical education: an interactional analysis. Advances in Health Sciences Education, 27 (4), 965-988. https://doi.org/07/s10459-022-10122-w Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide. John Wiley & Sons. Yu, J. S., & Kim, D. P. (2022). Linking university-wide key competencies and discipline specific major competencies for designing competency-based major curricula in Korean higher education. The Journal of Learner-Centered Curriculum and Instruction, 22 (15), 189-210. Tables Table 1 . Learner Survey Analysis Results Category Items M Overall education Satisfaction with overall education 3.51 Educational goals Satisfaction with the educational goal of cultivating scientific abilities 3.59 Satisfaction with the educational goal of cultivating research abilities 3.60 Curriculum Helpfulness in conducting degree research 3.45 Helpfulness in improving scholarly convergence abilities 3.26 Need to improve the competency-based curriculum 3.80 Teaching methods Appropriateness of courses and teaching and learning methods 3.38 Need for online courses 3.40 Need to utilise technology 3.70 Educational environment Satisfaction with the educational environment 3.38 Table 2 . Learner Interview Analysis Results Category Main Theme Educational goals Ability to plan and conduct research independently Ability to collaborate and converge with other researchers Curriculum Need to reorganise current level of courses Need to create practical research methodology courses Teaching methods Need to redesign courses that are repeated every semester as online courses Need to expand presentation and discussion classes Educational environment Need opportunities to collaborate between labs for interaction Need to create an atmosphere that encourages passion for research Need to cooperate with hospitals for accessing clinical data Table 3 . Instructor Interview Analysis Results Category Main Theme Educational goals Ability to conduct biomedical science research through scientific thinking Ability to achieve substantial outcomes after the graduation Curriculum Need to offer basic courses to accommodate student disparities Need to increase the proportion of required major courses Teaching methods Need for expansion of presentation and discussion methods Need for technology-utilising education for instructors Educational environment Need for welfare services to help students concentrate research activities Need for providing information students’ careers after graduation Need for networks among universities, departments and labs Table 4 . Educational Principles and Strategies of Curriculum Principles Implementation Strategies Redesign courses according to levels Identify the difficulty level of each course and redesign courses from fundamental to advanced levels Be mandatory to take basic courses in the first semester to secure the basic level of knowledge Develop research methodology courses Develop statistics course and dissertation writing course appropriate to the context of Biomedical Sciences Create new courses on how to use experimental tools to resolve the difficulties of students who are immediately placed into experiments Introduce interdisciplinary courses Create interdisciplinary courses for convergence competencies and expand horizons to other fields of study Create courses utilizing clinical data Create courses that provide clinical data and conduct joint research using clinical data Table 5 . Educational Principles and Strategies of Teaching Methods Principles Implementation Strategies Expand presentation- and discussion-oriented classes Expand presentation and discussion activities for developing the ability to explain one’s own opinions and to accept or criticise other’s opinions Broaden experimental and practical training classes Broaden practical training or experimental classes in addition to lectures and seminar/discussion classes Implement various learning methods Implement flipped learning, blended learning and project learning to improve convergence competencies Utilise new technologies Train instructors in the use of technologies in their classes and offer online courses for courses that are repeated every semester proactively utilise online learning management systems for students Table 6 . Educational Principles and Strategies of Educational Environments Principles Implementation Strategies Create a research atmosphere Form safety atmosphere so that they can freely share ideas and learn from one another Create research atmosphere where researchers with different backgrounds or expertise can collaborate Support the utilisation of clinical data Provide sufficient data to students considering the nature of the biomedical sciences where research using clinical data is essential Form a biomedical sciences community Create a community between alumni and students by organising programmes that provide information about post-graduation careers Support student interaction through regular meetings or events that allow them to network across colleges, departments and labs Reorganise the student welfare system Secure dormitories so that students can focus solely on research Expand the scholarship system to support tuition fees or overseas conferences Additional Declarations No competing interests reported. Supplementary Files appendix.docx Cite Share Download PDF Status: Published Journal Publication published 04 Dec, 2025 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 22 Sep, 2025 Reviews received at journal 19 Sep, 2025 Reviews received at journal 17 Sep, 2025 Reviews received at journal 16 Sep, 2025 Reviewers agreed at journal 01 Sep, 2025 Reviewers agreed at journal 27 Aug, 2025 Reviewers agreed at journal 27 Aug, 2025 Reviewers agreed at journal 26 Aug, 2025 Reviewers agreed at journal 26 Aug, 2025 Reviewers agreed at journal 26 Aug, 2025 Reviewers invited by journal 26 Aug, 2025 Editor assigned by journal 05 Aug, 2025 Editor invited by journal 05 Aug, 2025 Submission checks completed at journal 04 Aug, 2025 First submitted to journal 04 Aug, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7175802","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":508607859,"identity":"c7b00788-6386-452a-b894-2224b2db3daa","order_by":0,"name":"Minji Kim","email":"","orcid":"","institution":"Seoul National University","correspondingAuthor":false,"prefix":"","firstName":"Minji","middleName":"","lastName":"Kim","suffix":""},{"id":508607862,"identity":"d0a48d74-ad06-4347-a821-25aa0bd23fce","order_by":1,"name":"Cheolil Lim","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAqUlEQVRIiWNgGAWjYDACCeaGAwwVMN4BorQwArWcIVULA2MbKVr4Zzc2Hro5ry7P4ADzww8MZ+4RYcmdgw2Hc7cdLjY4wGYswXCjmLAWA4lEkJYDiRsOMJgxMHxIIFbLnDqgFvZvpGhpYAZq4QHacoMILRI3gFpyjh1OnHmYp1gi4QwRWvhnJB/+nFNTl9h3vH3jhw/HiNCCAMxATJKGUTAKRsEoGAW4AQDTv0A5ucSPBwAAAABJRU5ErkJggg==","orcid":"","institution":"Seoul National University","correspondingAuthor":true,"prefix":"","firstName":"Cheolil","middleName":"","lastName":"Lim","suffix":""}],"badges":[],"createdAt":"2025-07-21 09:43:22","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7175802/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7175802/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s12909-025-08316-y","type":"published","date":"2025-12-04T15:57:20+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":90541353,"identity":"9461e1a0-eaf8-48df-a8d5-7608ecdf9f0a","added_by":"auto","created_at":"2025-09-03 23:56:18","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":501792,"visible":true,"origin":"","legend":"\u003cp\u003eRPISD model\u003csup\u003e10\u003c/sup\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-7175802/v1/9435052dfd988003f9246f9f.png"},{"id":90541351,"identity":"ee92c141-6628-40ad-b2f9-99935abe895c","added_by":"auto","created_at":"2025-09-03 23:56:18","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":129374,"visible":true,"origin":"","legend":"\u003cp\u003eKey research activities\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-7175802/v1/65778617edc3b85f6c331630.png"},{"id":90542542,"identity":"69d1cd08-8d59-4153-9621-e294431b8e5c","added_by":"auto","created_at":"2025-09-04 00:04:18","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":59437,"visible":true,"origin":"","legend":"\u003cp\u003eResearch activities based on research procedures\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-7175802/v1/315d1ab606044ec6d535e61a.png"},{"id":90541368,"identity":"9cf88780-cd48-4f4f-8423-47d448cbe6b1","added_by":"auto","created_at":"2025-09-03 23:56:18","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":96572,"visible":true,"origin":"","legend":"\u003cp\u003eLearner Survey Analysis Results\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-7175802/v1/6f5f71ca80726a689e9bc5ec.png"},{"id":90541371,"identity":"d5e06b66-67df-4122-8f2a-c2b023b40fd1","added_by":"auto","created_at":"2025-09-03 23:56:18","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":102565,"visible":true,"origin":"","legend":"\u003cp\u003eEducation System with Educational Principles and Strategies\u003c/p\u003e","description":"","filename":"5.png","url":"https://assets-eu.researchsquare.com/files/rs-7175802/v1/17db945732abf354b9d04305.png"},{"id":97723935,"identity":"7586c5a8-8e48-4722-9f4d-8494102d6b1a","added_by":"auto","created_at":"2025-12-08 16:09:55","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1349970,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7175802/v1/17edcebe-f6eb-4c4b-99bc-424b93d543d5.pdf"},{"id":90541357,"identity":"d982ec1a-63da-43e4-9342-7ba8827d5a89","added_by":"auto","created_at":"2025-09-03 23:56:18","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":27754,"visible":true,"origin":"","legend":"","description":"","filename":"appendix.docx","url":"https://assets-eu.researchsquare.com/files/rs-7175802/v1/01871181ad74726cce3ea3e2.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring of Graduate Education System in Biomedical Science: A mixed method design","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eIt is essential to develop highly skilled human resources equipped with specialized knowledge to foster the core competencies demanded by future societies. Graduate schools that develop outstanding professionals are of vital importance as premier educational institutions that nurture future scholars and support research activities.\u003csup\u003e1\u003c/sup\u003e In order for graduate schools to effectively cultivate high-level human resources with excellent teaching and research competencies, it is essential that they implement appropriate educational approaches and frameworks that are tailored to their specific fields.\u003csup\u003e2\u003c/sup\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe Graduate School of Biomedical Sciences is committed to training researchers who are equipped with the skills necessary to conduct clinically oriented research. It advances a more human- and disease-centered approach by cultivating interdisciplinary collaboration between preclinical medicine and clinical practice. In recent times, the institution has sought to cultivate researchers of the highest caliber, equipped with expertise in convergence research and a keen understanding of the pivotal role played by biotechnology.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn order to achieve the aforementioned objectives of the graduate school specializing in biomedical sciences, it is imperative to establish a comprehensive education system that is aligned with corresponding educational principles and strategies.\u003csup\u003e3\u003c/sup\u003e Specifically, a comprehensive education system should be formulated that encompasses educational goals, curriculum, teaching methods, and educational environment.\u003csup\u003e4\u003c/sup\u003e To achieve this ambitious objective, a systematic methodology must be employed to conduct a series of investigations and analyses.\u003c/p\u003e\n\u003cp\u003eThis study has developed the education system with the aim of improving the quality of Biomedical Sciences education. To develop education system systematically, the Rapid Prototyping to Instructional Systems Design (RPISD) model was used to analyze previous research, the need analysis, current state, and relevant cases, to gather opinions from learners and instructors and to test usability. The results of this study are expected to provide guidelines.\u003c/p\u003e"},{"header":"LITERATURE REVIEW","content":"\u003cp\u003e\u003cstrong\u003eEducation System in Biomedical Science\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis education system is a systematic and comprehensive system for achieving educational goals. It is an integrated framework that includes curriculum, teaching and learning methods, and educational environments that are structured to support the cognitive, emotional, and social development of learners.\u003csup\u003e4\u003c/sup\u003e. An integrated system in which these elements interact organically should be understood. The need for such an education system can be discussed from different perspectives.\u003csup\u003e5\u003c/sup\u003e First, it provides clear educational goals and effective strategies to achieve them, thus enabling goal-oriented educational activities.\u003csup\u003e6\u003c/sup\u003e Second, it provides a systematic learning path that corresponds to learners\u0026apos; developmental stages and individual needs, facilitating individualized and differentiated instruction.\u003csup\u003e7\u003c/sup\u003e Third, it enables the efficient allocation and optimized use of educational resources, thereby improving educational efficiency. Fourth, it provides an evaluation system and feedback mechanism for quality control and continuous improvement of education. The development of an integrated and robust education system has become the most critical task in the modern information society.\u003csup\u003e8\u003c/sup\u003e This system is essential not only for teaching individual facts, but also for fostering skills that are increasingly important in our complex, interconnected modern society. These include sophisticated skills such as the ability to analyze critically, to solve problems creatively, to collaborate effectively, and to think adaptively.\u003c/p\u003e\n\u003cp\u003eIn reflection of the above, previous study studied on Monash University Medical School in Melbourne, Australia, demonstrates the application of a holistic approach through a case study.\u003csup\u003e8\u003c/sup\u003e The curriculum at this institution incorporates several holistic approaches. These include meditation and yoga workshops, a twelve-week elective program, and research led by students on issues associated with complementary and alternative medicine (CAM).This approach provides students with a more comprehensive medical perspective by emphasizing the significance of evidence-based practice and holistic philosophy in medical education. Including previous study, the analysis of different education systems of science education reveals a number of common features that provide important guidelines for the direction of modern science education and for the construction of an effective educational framework.\u003csup\u003e8\u003c/sup\u003e It emphasizes an interdisciplinary approach, integrating basic science and clinical expertise for a comprehensive understanding. The education systems prioritize developing practical problem-solving skills beyond theoretical knowledge transfer. They make active use of problem-based learning (PBL) and case-based learning (CBL) methodologies to cultivate the ability of students to deal with complex challenges in the field of biomedicine. It also focuses on student interaction and cooperative learning experiences that harness collective intelligence for more effective learning. These features indicate that science education is designed to develop sophisticated and practical scientific skills needed to train future scientists and health professionals who will be able to adapt to the rapidly changing scientific and technological environment.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRPISD Model for Design and Development Research of Education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo develop the education system systematically, it requires a systematic instructional systems design. Accordingly, theories on instructional systems design have been proposed. The RPISD (Rapid Prototyping to Instructional Systems Design) model was presented to overcome the theoretical and practical limitations of traditional ISD models.\u003csup\u003e9\u003c/sup\u003e The ISD model is a linear model that focuses excessively on step-by-step characteristics. However, the actual education system development process does not proceed sequentially according to individual steps; de-pending on the situation, it can occur simultaneously or proceed with steps changed.\u003csup\u003e9\u003c/sup\u003e Therefore, as an alternative to address these issues, previous study proposed the RPISD model as shown in [Fig. 1].\u003csup\u003e10\u003c/sup\u003e Unlike the step-by-step linearity of traditional ISD models, the RPISD model proceeds in a cyclical flow. It has the characteristic of each phase progressing simultaneously and overlap-ping, and has the advantage of producing higher quality outputs through repetitive prototype development and modification. Additionally, through the usability evaluation phase, it places great importance on continuous interaction with the client, resulting in the ability to sufficiently reflect the client\u0026apos;s requirements.\u003c/p\u003e\n\u003cp\u003eRecent studies have demonstrated the effectiveness and adaptability of the RPISD model across various educational settings and technological domains. For instance, previous study employed the RPISD model in a library context to develop a research workshop for undergraduate students.\u003csup\u003e11\u003c/sup\u003eBy methodically progressing through the model\u0026apos;s key stages, they successfully enhanced their educational program. This study highlights the model\u0026apos;s adaptability, as shown by its ability to iteratively develop and evaluate prototypes, thus demonstrating its capacity to align with learners\u0026apos; needs. Previous study conducted a comprehensive systematic literature re-view to examine the use of rapid prototyping in the design and development of educational digital resources.\u003csup\u003e12\u003c/sup\u003e This comprehensive review encompasses studies from 2000 to 2021 and concludes with a determination that the rapid prototype methodology effectively reduces development time and costs while enhancing user engagement across various educational domains.\u003csup\u003e12\u003c/sup\u003eA case study by previous study focused on implementing the rapid prototyping methodology in the development of mobile serious games.\u003csup\u003e13\u003c/sup\u003e Their empirical research findings demonstrate that the RPISD model reduces development time, enables quick assessment of game mechanics in the early stages, and facilitates rapid integration of user feedback, there-by significantly improving overall game quality. The synthesis of these findings indicates the efficacy of the RPISD model across a spectrum of educational contexts, from traditional instructional settings to innovative educational technologies. These studies underscore the advantages of the RPISD model over conventional linear design paradigms, emphasizing its flexibility, user-centric approach, and ability to efficiently accommodate user requirements while optimizing development resources. These studies indicate a growing recognition of the RPISD model as a pragmatic and potentially impactful design strategy, well-suited to modern educational landscapes and technological progress.\u003c/p\u003e"},{"header":"METHODS","content":"\u003cp\u003eIn order to develop an education system for the Department of Biomedical Sciences at the Graduate School, this study employed the RPISD model, an instructional system design model. It enables the development of effective educational outputs through rapid prototype development and iterative usability testing, which allows for the identification and supplementation of problems.10 In accordance with the RPISD model, we conducted an analysis of previous research, the cur-rent state, and relevant cases; surveyed and interviewed learners and instructors; tested the usability of the system; and developed the final artefacts (see Fig. 2 and 3).\u003c/p\u003e\n\u003cp\u003eFirst, the educational goals that the biomedical sciences department should aim to achieve were identified through an analysis of previous studies, the current state, and relevant cases. The core goals of the biomedical sciences department were derived from data obtained from previous studies, which served as a baseline for the analysis. Subsequently, a survey was administered to students to ascertain their perceptions of the educational characteristics of the biomedical sciences department and potential areas for improvement. Of the 391 graduates and enrolled students of the Department of Biomedical Sciences at Seoul National University Graduate School, 100 participants completed the survey. With regard to the respondents\u0026apos; academic specialties, 25 were engaged in immunological studies, 15 in systems informatics and personalized medicine, 37 in physiological and neuroscientific research, 18 in molecular medicine and oncology, and 5 in biomedical imaging. Subsequently, learner interviews were con-ducted with 36 randomly selected students who had expressed willingness to participate. With regard to the respondents\u0026apos; majors, 11 were in immunology, 3 in systems informatics and personalized medicine, 14 in physiology and neuroscience, 6 in molecular medicine and oncology, and 2 in biomedical imaging. The survey questionnaire and interview guide were developed for the specific purpose of this study, with a view to aligning with the context and objectives of the Department of Biomedical Sciences(See Appendix 1).\u003c/p\u003e\n\u003cp\u003eIn addition, instructor interviews were conducted for the purpose of identifying the core competencies of learners and the prospective trajectory of the Department of Biomedical Sciences, as well as to ascertain areas requiring improvement. A total of 15 instructors from the Department of Biomedical Sciences at Seoul National University Graduate School were randomly selected to participate in this study. Five of the participants were from the department of immunology, two from department of the systems informatics and personalized medicine, three from the department of physiology and neuroscience, and five from the department of molecular medicine and oncology. Throughout the entirety of the project phase, regular meetings were held on three occasions for the purpose of reflecting upon the client\u0026apos;s needs and reviewing the project output. Ultimately, the project output was revised and augmented through the implementation of a usability test, thereby facilitating the derivation of the final educational principles and strategies.\u003c/p\u003e"},{"header":"RESULTS","content":"\u003cp\u003e\u003cstrong\u003eAnalysis of the Learner Survey\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe results of the learner survey were subjected to analysis in accordance with the following categories: overall education, educational goals, curriculum, teaching methods, and educational environment. The findings are presented in Table 1 and Fig. 4. The mean rating for overall satisfaction with the educational experience was 3.51. With regard to educational objectives, the mean satisfaction with the attainment of the objective \u0026quot;to cultivate in-depth scientific abilities in human physiology and disease\u0026quot; was 3.59, marginally higher than the mean satisfaction with overall education. The mean satisfaction with the attainment of the objective \u0026quot;to cultivate research skills to identify important questions based on scientific reasons for health and disease and find one\u0026apos;s own answers\u0026quot; was 3.60, comparable to the mean satisfaction with educational objectives.\u003c/p\u003e\n\u003cp\u003eIn terms of curriculum, the mean value was 3.45 when respondents were asked to rate the extent to which the education helped them conduct their degree research. The mean value for the extent to which the education aided in the enhancement of scholarly convergence abilities was 3.26, which is less than that of the preceding question regarding the helpfulness of the education in conducting degree research. Moreover, the necessity for a competency-based curriculum was indicated by an average rating of 3.80.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWith respect to teaching methods, the mean value for the assessment of the appropriateness of the courses and teaching and learning methods was 3.38. The mean value for the necessity of online courses was 3.40, while the mean value for the necessity of technology was 3.70, indicating that the necessity of technology was higher than that of online courses. Finally, the mean value for satisfaction with the educational environment was 3.38.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAnalysis of Learner Interviews\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe results of the learner interviews were analyzed in terms of educational goals, curriculum, teaching methods, and educational environment. The findings are presented in Table 2. Thematic analysis revealed two primary themes pertaining to educational goals, curriculum, and teaching methods, as well as three overarching themes related to the educational environment. In terms of educational goals, the respondents indicated that the ability to plan and conduct research independently, as well as the capacity to collaborate and converge, were the most essential competencies for those pursuing careers in the field of biomedical sciences. In particular, with regard to expertise in the field of biomedical sciences, the respondents identified professionalism, the capacity to collaborate and converge with other researchers in order to facilitate joint research, and creativity in identifying new research topics as the most essential competencies.\u003c/p\u003e\n\u003cp\u003eIn terms of curriculum, the prevailing view was that the curriculum should be re-organized to foster talent in the Department of Biomedical Sciences and that the current level of courses should be readjusted. Furthermore, the creation of practical and fundamental courses covering statistical methods, practical training methods, experimental tool usage, and dissertation writing methods in the context of biomedical sciences was recommended.\u003c/p\u003e\n\u003cp\u003eWith regard to pedagogical approaches, the participants emphasized the efficacy of developing courses that are offered on a recurring basis each semester in an online format. This enables the flexibility of learning that is not constrained by temporal limitations. Moreover, both professors and students expressed high levels of satisfaction with seminar classes. However, there was a perception that an expansion of the presentation and discussion classes would be beneficial.\u003c/p\u003e\n\u003cp\u003eRegarding the educational environment, it was recognized that there is a need for collaboration between laboratories and that opportunities for interaction should be pro-vided. Moreover, it was proposed that an environment conducive to fostering a passion for research, rather than merely seeking employment, could be created by inviting experienced researchers to share their insights. Additionally, while the proximity of the educational environment to hospitals offers invaluable access to clinical data, there were opinions that collaboration with hospitals was not as seamless as anticipated, with the success of such partnerships being largely dependent on the individual competencies of instructors.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAnalysis of Instructor Interviews\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe results of the instructor interviews were analyzed in terms of educational goals, curriculum, teaching methods, and educational environment. The findings are presented in Table 3. The analysis yielded two primary themes pertaining to educational goals, curriculum, and teaching methods, as well as three overarching themes related to the educational environment. In terms of educational goals, it is recommended that systematic education be provided to foster talent in biomedical science research through enhanced scientific thinking skills. Additionally, it was proposed that students should be educated to anticipate significant outcomes following the conclusion of the program (upon graduation).\u003c/p\u003e\n\u003cp\u003eRegarding the curriculum, it was observed that there is a necessity to provide fundamental courses at various levels in order to accommodate the diverse needs of students. Furthermore, although a diverse range of elective courses may be perceived as an advantage for students, it could also be regarded as a potential drawback. Accordingly, it has been proposed that the proportion of required major courses be increased.\u003c/p\u003e\n\u003cp\u003eIn regard to the teaching methods, the recommendations from the learner inter-views were echoed, namely that the range of methods used in the classroom should be expanded to include more than just lectures. It was additionally observed that there is a necessity for educators to receive training in the use of technology, particularly in the context of online platforms.\u003c/p\u003e\n\u003cp\u003eWith respect to the educational environment, it is essential to provide support ser-vices such as dormitories or scholarships to encourage students to engage in research and to facilitate their professional development after graduation. This may entail inviting alumni to serve as mentors or publishing career case books. It was also noted that there is a need to establish networks among universities, departments, and laboratories to facilitate student interactions.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEducation Systems in Biomedical Sciences at the Graduate School\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn light of the aforementioned research findings, the Department of Biomedical Sciences at the Graduate School has devised a comprehensive framework for its educational principles and strategies, encompassing curriculum, teaching methods, and the educational environment. This framework is presented in Fig. 5 and comprises a total of 14 educational principles and 18 educational strategies. Specifically, six principles and seven strategies were developed with respect to the curriculum, four principles and five strategies with respect to teaching methods, and four principles and six strategies with respect to the educational environment (Tables 4\u0026ndash;6).\u003c/p\u003e\n\u003cp\u003eIn terms of curriculum, it was determined that four key areas require attention: 1) the redesign of courses according to levels, 2) the development of research methodology courses, 3) the introduction of interdisciplinary courses, and 4) the creation of courses utilizing clinical data (Table 4). Firstly, it is essential to ascertain the level of difficulty associated with each course and subsequently to redesign said courses, ensuring that they are structured from fundamental to advanced levels. Furthermore, it is imperative that students complete the fundamental courses during the initial semester to ensure a baseline level of knowledge. Secondly, it is imperative to develop a research method-ology course, including a statistics course and a dissertation writing course, which are tailored to the context of research conducted in the field of biomedical sciences. Furthermore, it is imperative to develop new courses on the utilization of experimental tools, tailored to the specific tool in question, to address the challenges faced by students who are rapidly integrated into experimental settings. Thirdly, it is crucial to introduce interdisciplinary courses to foster convergence competencies and expand perspectives across diverse academic disciplines. Finally, it is vital to create courses that provide access to clinical data and equip students with the skills to conduct research using such data.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn regard to pedagogical approaches, it was determined that there is a need to: (1) expand the scope of presentation- and discussion-oriented classes, (2) broaden the range of experimental and practical training classes, (3) implement diverse learning methods, and (4) leverage new technologies (Table 5). Firstly, it is essential to develop the capacity to articulate one\u0026apos;s own perspectives and engage with the ideas of other researchers through the medium of presentations and discussions. Secondly, it is vital to enrich the learning experience through the incorporation of practical training and experimental classes, in addition to lectures and seminar/discussion classes. Thirdly, the integration of diverse learning methods, such as flipped learning, blended learning, and project-based learning, is essential to enhance students\u0026apos; convergence skills. Finally, it is crucial to equip instructors with the knowledge and skills to effectively utilise technology in their classes, proactively employ online learning management systems (LMS), and offer online courses for courses that are repeated every semester for students.\u003c/p\u003e\n\u003cp\u003eWith respect to the educational environment, the following four recommendations were identified for consideration: 1) the establishment of a research culture, 2) the facilitation of the utilisation of clinical data, 3) the formation of a biomedical sciences community, and 4) the restructuring of the student welfare system (see Table 6). Firstly, the establishment of a research-oriented environment can facilitate the free exchange of ideas and learning between students, as well as encourage collaboration between re-searchers with diverse backgrounds and expertise, ultimately leading to academic convergence. Secondly, it is imperative to provide students with sufficient data, given the intrinsic nature of biomedical sciences, which relies heavily on research utilising clinical data. Thirdly, it is of the utmost importance to establish a community between alumni and enrolled students. This may be achieved by the implementation of programs, such as mentoring days and the publication of alumni career casebooks, which provide information regarding students\u0026apos; post-graduation careers. It is similarly crucial to facilitate student interaction through the organization of regular meetings or events that provide opportunities for networking across colleges, departments, and laboratories. Ultimately, it is essential to secure adequate dormitory accommodations to ensure that students can devote their full attention to their research endeavors. Furthermore, it is vital to expand the scholarship system to provide financial assistance for tuition fees, overseas conferences, and other related expenses.\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThis study developed the educational principles and strategies as the education systems for the\u003c/p\u003e\u003cp\u003eDepartment of Biomedical Sciences at the Graduate School. The findings of the analysis, comprising a literature review, survey, and interviews, can be summarized as follows in relation to the educational goals, curriculum, teaching methods, and educational environment. In regard to educational objectives, the capacity to plan and conduct independent research was identified as a key competency for biomedical scientists, along with additional collaboration and convergence competencies. With regard to the curriculum, a notable discrepancy was observed in the level of major courses, which constrained the range of courses available to students. Moreover, no courses were identified that addressed research methods, such as statistics and dissertation writing, within the context of biomedical sciences. With regard to teaching methods, it was recommended that courses that are repeated on a semester-by-semester basis should be developed as online courses, and that more presentation- and discussion-oriented classes should be expanded. In terms of the educational environment, it was recommended that an educational culture should be fostered in which research and study, rather than employment, are the objectives, and that access to clinical data should be expanded.\u003c/p\u003e\u003cp\u003eIn light of the aforementioned analysis, the educational principles and strategies of the Department of Biomedical Sciences can be delineated as follows with respect to educational goals, curriculum, teaching methods, and educational environment: In terms of educational goals, the Department of Biomedical Sciences at the Graduate School should develop researchers who possess the competencies of professionalism, collaboration and convergence, and creativity and scientific thinking. With regard to the curriculum, it is essential to differentiate between fundamental and advanced-level courses in terms of their difficulty.14 Moreover, it is imperative to develop courses on research methodology or courses that utilize clinical data. With regard to teaching methods, it is recommended that the current methods, which employ various technologies, be augmented with the incorporation of presentations and discussion classes, flipped learning, blended learning, and project-based learning.15 In terms of the educational environment, it is essential to establish a system that can foster the development of a biomedical sciences community and provide a range of student support services to facilitate their ability to focus on their studies and research.\u003c/p\u003e\u003cp\u003eTo develop the education system in a systematic manner as previously described, it is of the utmost importance that an ongoing process of \"educational monitoring and feedback\" be conducted. To this end, a distinct committee and feedback system must be constituted to guarantee a methodical approach and exhaustive analysis.16, 17 For example, the Graduate Education Commit-tee or the Graduate Education and Quality Management Committee should conduct regular forms of educational monitoring. Furthermore, comprehensive analysis of the overall educational experience is necessary, including not only course evaluations for enrolled students but also surveys of graduates. The results of these surveys should be used as feedback.\u003c/p\u003e"},{"header":"CONCLUSIONS","content":"\u003cp\u003eThe objective of this study is to develop an enhanced educational framework for the biomedical sciences, with the RPISD model serving as the foundation for this endeavor. A comprehensive literature review, a current state analysis, a relevant case analysis, learner surveys, learner and instructor interviews, and usability tests were conducted in accordance with the phases of the RPISD model. Consequently, this study resulted in the formulation of 12 educational principles and 18 educational strategies for the Department of Biomedical Sciences. Specifically, six educational principles and seven educational strategies were developed in regard to the curriculum, four educational principles and five educational strategies in regard to teaching methods, and four educational principles and six educational strategies in regard to the educational environment. This study offers guidelines for higher education institutions in diverse regions to construct or enhance their graduate education system in the field of bio-medical sciences.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was approved by the Institutional Review Board of Seoul National University (Approval No. 2507/004-019). All procedures involving human participants were conducted in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its later amendments. Informed consent was obtained from all individual participants included in the study. The data of the study were anonymous.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAuthors did not receive any funding for this study.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMK conceptualized and designed the study. MK and CL conducted the review of literature and prepared the first draft. CL contributed to review and revision in the first draft and approved the final version.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAustin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career\u003cem\u003e. The journal of higher education\u003c/em\u003e, 73(1), 94-122. https://doi.org/10.1080/00221546.2002.11777132\u003c/li\u003e\n\u003cli\u003eTaylor, J. S., Wendland, C. L., Kulasegaram, K., \u0026amp; Hafferty, F. W. (2023). Admitting privileges: A construction ecology perspective on the unintended consequences of medical school admissions. \u003cem\u003eAdvances in Health Sciences Education\u003c/em\u003e, 28(4), 1347-1360. https://doi.org/10.1007/s10459-023-10210-5\u003c/li\u003e\n\u003cli\u003eLim, C., Han, H., Jung, D., Ozturk, Y. E., Hong, J. H., Kim, K., \u0026amp; Kwon, H. (2017). Exploring an e-learning platform prototype for supporting learning design. \u003cem\u003eJournal of educational technology\u003c/em\u003e, 33(4), 799-837. https://doi.org/10.17232/KSET.33.4.799\u003c/li\u003e\n\u003cli\u003eBosch, G., \u0026amp; Casadevall, A. (2017). Graduate biomedical science education needs a new philosophy. \u003cem\u003eMBio\u003c/em\u003e, 8(6), 10-1128. https://doi.org/10.1128/mBio.01539-17\u003c/li\u003e\n\u003cli\u003eMakransky, G., \u0026amp; Petersen, G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. \u003cem\u003eEducational Psychology Review\u003c/em\u003e, 33(3), 937-958. https://doi.org/10.1007/s10648-020-09586-2\u003c/li\u003e\n\u003cli\u003eLu, S. Y., Wu, C. L., \u0026amp; Huang, Y. M. (2022). Evaluation of disabled STEAM-students\u0026apos; education learning outcomes and creativity under the UN sustainable development goal: project-based learning oriented STEAM curriculum with micro: bit. \u003cem\u003eSustainability\u003c/em\u003e, 14(2), 679. https://doi.org/10.3390/su14020679\u003c/li\u003e\n\u003cli\u003eNaseer, F., Khan, M. N., Tahir, M., Addas, A., \u0026amp; Aejaz, S. H. (2024). Integrating deep learning techniques for personalized learning pathways in higher education. \u003cem\u003eHeliyon\u003c/em\u003e. https://doi.org/10.1016/j.heliyon.2024.e32628\u003c/li\u003e\n\u003cli\u003eHassed, C. S. (2004). Bringing holism into mainstream biomedical education. \u003cem\u003eThe Journal of Alternative \u0026amp; Complementary Medicine\u003c/em\u003e, 10(2), 405-407. https://doi.org/10.1089/107555304323062428\u003c/li\u003e\n\u003cli\u003eTripp, S. D., \u0026amp; Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy\u003cem\u003e. Educational technology research and development\u003c/em\u003e, 38(1), 31-44. https://doi.org/10.1007/BF02298246\u003c/li\u003e\n\u003cli\u003eJones, T. S., \u0026amp; Richey, R. C. (2000). Rapid prototyping methodology in action: A developmental study\u003cem\u003e. Educational Technology Research and Development, 48\u003c/em\u003e(2), 63-80. https://doi.org/10.1007/BF02313401\u003c/li\u003e\n\u003cli\u003eHess, A. N., \u0026amp; Hristova, M. (2016). To search or to browse: How users navigate a new interface for online library tutorials. \u003cem\u003eCollege \u0026amp; Undergraduate Libraries, 23\u003c/em\u003e(2), 168-183. https://doi.org/10.1080/10691316.2014.963274\u003c/li\u003e\n\u003cli\u003eAlonso-Fern\u0026aacute;ndez, D., Fern\u0026aacute;ndez-Rodr\u0026iacute;guez, R., Taboada-Iglesias, Y., \u0026amp; Guti\u0026eacute;rrez-S\u0026aacute;nchez, \u0026Aacute;. (2022). Impact of high-intensity interval training on body composition and depressive symptoms in adults under home confinement\u003cem\u003e. International Journal of Environmental Research and Public Health, 19\u003c/em\u003e(10), 6145. https://doi.org/10.3390/ijerph19106145\u003c/li\u003e\n\u003cli\u003eMolnar, A., \u0026amp; Kostkova, P. (2018). Teaching Hygiene and Responsible Antibiotic Use through a Mobile Game for Children. \u003cem\u003eIn Mobile Apps Engineering\u003c/em\u003e (pp. 127-138). Chapman and Hall/CRC. https://doi.org/10.1201/9781315166926-5\u003c/li\u003e\n\u003cli\u003eTweedie, J., Pelly, F., Wright, H., \u0026amp; Palermo, C. (2024). Exploring the adoption of concept-based curricula: insights from educators and implications for change. \u003cem\u003eAdvances in Health Sciences Education\u003c/em\u003e, 1-15. https://doi.org/10.1007/s10459-024-10346-y\u003c/li\u003e\n\u003cli\u003evan Braak, M., Huiskes, M., \u0026amp; Veen, M. (2022). When and how teachers intervene in group discussions on experiences from practice in postgraduate medical education: an interactional analysis. \u003cem\u003eAdvances in Health Sciences Education, 27\u003c/em\u003e(4), 965-988. https://doi.org/07/s10459-022-10122-w \u003c/li\u003e\n\u003cli\u003eCaffarella, R. S., \u0026amp; Daffron, S. R. (2013). \u003cem\u003ePlanning programs for adult learners: A practical guide.\u003c/em\u003e John Wiley \u0026amp; Sons.\u003c/li\u003e\n\u003cli\u003eYu, J. S., \u0026amp; Kim, D. P. (2022). Linking university-wide key competencies and discipline specific major competencies for designing competency-based major curricula in Korean higher education. \u003cem\u003eThe Journal of Learner-Centered Curriculum and Instruction, 22\u003c/em\u003e(15), 189-210.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e. Learner Survey Analysis Results\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\" width=\"598\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003eCategory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eItems\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003eM\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003eOverall education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eSatisfaction with overall education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.51\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 147px;\"\u003e\n \u003cp\u003eEducational goals\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eSatisfaction with the educational goal of cultivating scientific abilities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.59\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eSatisfaction with the educational goal of cultivating research abilities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" style=\"width: 147px;\"\u003e\n \u003cp\u003eCurriculum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eHelpfulness in conducting degree research\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.45\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eHelpfulness in improving scholarly convergence abilities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.26\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eNeed to improve the competency-based curriculum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" style=\"width: 147px;\"\u003e\n \u003cp\u003eTeaching methods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eAppropriateness of courses and teaching\u003c/p\u003e\n \u003cp\u003eand learning methods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eNeed for online courses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.40\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eNeed to utilise technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.70\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003eEducational environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 394px;\"\u003e\n \u003cp\u003eSatisfaction with the educational environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e3.38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u003c/strong\u003e. Learner Interview Analysis Results\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"598\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003eCategory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eMain Theme\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 147px;\"\u003e\n \u003cp\u003eEducational\u0026nbsp;\u003c/p\u003e\n \u003cp\u003egoals\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eAbility to plan and conduct research independently\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eAbility to collaborate and converge with other researchers\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 147px;\"\u003e\n \u003cp\u003eCurriculum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed to reorganise current level of courses\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed to create practical research methodology courses\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 147px;\"\u003e\n \u003cp\u003eTeaching\u0026nbsp;\u003c/p\u003e\n \u003cp\u003emethods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed to redesign courses that are repeated every semester as online courses\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed to expand presentation and discussion classes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" style=\"width: 147px;\"\u003e\n \u003cp\u003eEducational environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed opportunities to collaborate between labs for interaction\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed to create an atmosphere that encourages passion for research\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed to cooperate with hospitals for accessing clinical data\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3\u003c/strong\u003e. Instructor Interview Analysis Results\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"598\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 147px;\"\u003e\n \u003cp\u003eCategory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eMain Theme\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 147px;\"\u003e\n \u003cp\u003eEducational\u0026nbsp;\u003c/p\u003e\n \u003cp\u003egoals\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eAbility to conduct biomedical science research through scientific thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eAbility to achieve substantial outcomes after the graduation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 147px;\"\u003e\n \u003cp\u003eCurriculum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed to offer basic courses to accommodate student disparities\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed to increase the proportion of required major courses\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 147px;\"\u003e\n \u003cp\u003eTeaching\u0026nbsp;\u003c/p\u003e\n \u003cp\u003emethods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed for expansion of presentation and discussion methods\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed for technology-utilising education for instructors\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" style=\"width: 147px;\"\u003e\n \u003cp\u003eEducational environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed for welfare services to help students concentrate research activities\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed for providing information students\u0026rsquo; careers after graduation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 451px;\"\u003e\n \u003cp\u003eNeed for networks among universities, departments and labs\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4\u003c/strong\u003e. Educational Principles and Strategies of Curriculum\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"598\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 163px;\"\u003e\n \u003cp\u003ePrinciples\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 435px;\"\u003e\n \u003cp\u003eImplementation Strategies\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 163px;\"\u003e\n \u003cp\u003eRedesign courses\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eaccording to levels\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 435px;\"\u003e\n \u003cp\u003eIdentify the difficulty level of each course\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eand redesign courses from fundamental to advanced levels\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 435px;\"\u003e\n \u003cp\u003eBe mandatory to take basic courses in the first semester\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eto secure the basic level of knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 163px;\"\u003e\n \u003cp\u003eDevelop research methodology courses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 435px;\"\u003e\n \u003cp\u003eDevelop statistics course and dissertation writing course\u003c/p\u003e\n \u003cp\u003eappropriate to the context of Biomedical Sciences\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 435px;\"\u003e\n \u003cp\u003eCreate new courses on how to use experimental tools to resolve\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ethe difficulties of students who are immediately placed into experiments\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 163px;\"\u003e\n \u003cp\u003eIntroduce\u0026nbsp;\u003c/p\u003e\n \u003cp\u003einterdisciplinary courses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 435px;\"\u003e\n \u003cp\u003eCreate interdisciplinary courses for convergence competencies\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eand expand horizons to other fields of study\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 163px;\"\u003e\n \u003cp\u003eCreate courses\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eutilizing clinical data\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 435px;\"\u003e\n \u003cp\u003eCreate courses that provide clinical data\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eand conduct joint research using clinical data\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5\u003c/strong\u003e. Educational Principles and Strategies of Teaching Methods\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"598\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 173px;\"\u003e\n \u003cp\u003ePrinciples\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 425px;\"\u003e\n \u003cp\u003eImplementation Strategies\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 173px;\"\u003e\n \u003cp\u003eExpand presentation- and discussion-oriented classes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 425px;\"\u003e\n \u003cp\u003eExpand presentation and discussion activities for developing the ability to explain one\u0026rsquo;s own opinions and to accept or criticise other\u0026rsquo;s opinions\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 173px;\"\u003e\n \u003cp\u003eBroaden experimental and practical training classes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 425px;\"\u003e\n \u003cp\u003eBroaden practical training or experimental classes\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ein addition to lectures and seminar/discussion classes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 173px;\"\u003e\n \u003cp\u003eImplement\u0026nbsp;\u003c/p\u003e\n \u003cp\u003evarious\u0026nbsp;learning methods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 425px;\"\u003e\n \u003cp\u003eImplement flipped learning, blended learning and project learning to improve convergence competencies\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 173px;\"\u003e\n \u003cp\u003eUtilise new technologies\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 425px;\"\u003e\n \u003cp\u003eTrain instructors in the use of technologies in their classes\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eand offer online courses for courses that are repeated every semester\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 425px;\"\u003e\n \u003cp\u003eproactively utilise online learning management systems for students\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 6\u003c/strong\u003e. Educational Principles and Strategies of Educational Environments\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"598\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 161px;\"\u003e\n \u003cp\u003ePrinciples\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 437px;\"\u003e\n \u003cp\u003eImplementation Strategies\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 161px;\"\u003e\n \u003cp\u003eCreate\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ea research atmosphere\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 437px;\"\u003e\n \u003cp\u003eForm safety atmosphere so that they can freely share ideas\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eand learn from one another\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 437px;\"\u003e\n \u003cp\u003eCreate research atmosphere where researchers\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ewith different backgrounds or expertise can collaborate\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 161px;\"\u003e\n \u003cp\u003eSupport the utilisation\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eof clinical data\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 437px;\"\u003e\n \u003cp\u003eProvide sufficient data to students considering the nature\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eof the biomedical sciences where research using clinical data is essential\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 161px;\"\u003e\n \u003cp\u003eForm a biomedical sciences community\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 437px;\"\u003e\n \u003cp\u003eCreate a community between alumni and students by organising programmes that provide information about post-graduation careers\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 437px;\"\u003e\n \u003cp\u003eSupport student interaction through regular meetings or events\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ethat allow them to network across colleges, departments and labs\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 161px;\"\u003e\n \u003cp\u003eReorganise the student welfare system\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 437px;\"\u003e\n \u003cp\u003eSecure dormitories so that students can focus solely on research\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 437px;\"\u003e\n \u003cp\u003eExpand the scholarship system to support tuition fees or overseas conferences\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Biomedical science education, Education system, RPISD model, Mixed method","lastPublishedDoi":"10.21203/rs.3.rs-7175802/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7175802/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e: This study aims to develop the education systems in the field of biomedical sciences using the Rapid Prototyping to Instructional Systems Design (RPISD) model.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e: A comprehensive literature review was conducted, along with a current state analysis and a relevant case analysis. Additionally, 100 learner surveys, 36 learner and 15 instructor interviews, and a usability test were carried out in accordance with the phases of the RPISD model.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: This study resulted in the formulation of 12 educational principles and 18 educational strategies for the Department of Biomedical Sciences. Specifically, six educational principles and seven educational strategies were developed with respect to the curriculum, four educational principles and five educational strategies in regard to teaching methods, and four educational principles and six educational strategies in relation to the educational environment.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e: The findings of this study provide guidelines for higher education institutions in various regions to build or improve their graduate education system in the field of biomedical sciences.\u003c/p\u003e","manuscriptTitle":"Exploring of Graduate Education System in Biomedical Science: A mixed method design","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-03 23:56:13","doi":"10.21203/rs.3.rs-7175802/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-09-22T04:23:38+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-19T08:28:20+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-17T10:49:40+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-16T12:15:34+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"295853052473437740356676906988354812348","date":"2025-09-01T06:42:27+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"235744365701394617946583726414777996942","date":"2025-08-28T02:07:33+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"141279081392927408160949541436271619837","date":"2025-08-27T09:23:18+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"332043512472848139245306303750216303753","date":"2025-08-27T01:16:17+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"86207969401210417135366509112745745785","date":"2025-08-26T22:12:23+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"171834402842847592518101302594781607512","date":"2025-08-26T16:06:24+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-26T15:32:37+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-05T15:11:48+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-08-05T04:55:52+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-08-04T12:40:58+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-08-04T12:37:30+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"05d0c15b-8d61-4220-9612-96b71905917a","owner":[],"postedDate":"September 3rd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-12-08T16:03:14+00:00","versionOfRecord":{"articleIdentity":"rs-7175802","link":"https://doi.org/10.1186/s12909-025-08316-y","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2025-12-04 15:57:20","publishedOnDateReadable":"December 4th, 2025"},"versionCreatedAt":"2025-09-03 23:56:13","video":"","vorDoi":"10.1186/s12909-025-08316-y","vorDoiUrl":"https://doi.org/10.1186/s12909-025-08316-y","workflowStages":[]},"version":"v1","identity":"rs-7175802","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7175802","identity":"rs-7175802","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}