Reforming Biological/Biomedical Science Teaching and Education: A Reflection on Well-Developed Practices and Approaches in Large Class

Making students efficiently understand and master the knowledge of biology/biomedicine by prompting active learning and critical thinking and making biology/biomedicine courses form an integrated system, are critical for more successful and effective student education. However, the current biological/biomedical education system tends to produce graduates best suited for academic careers in highly specialized areas. Intensively packed curricula that have expeditions instructions are preferred at numerous institutions worldwide. These curriculum instructions prioritize comprehensive subject matter rather than offering more opportunities for training students in significant professional and personal skills, including critical thinking, active learning, and problem-solving skills. In this article, we discuss current defects in biological/biomedical science education and the need to reform biology/biomedicine teaching and education. We are particularly reflecting on approaches/strategies that we develop to improve biology/biomedicine teaching and learning, particularly in large classes that are challenging. This article has implications for students, instructors, and curriculum designers in higher education, and help to face challenges of biology/biomedicine learning.