{
  "abstract": "Medical chemistry serves as an indispensable bridge connecting foundational chemical sciences with clinical medicine, yet traditional discipline-based teaching models create a persistent gap between chemical principles and clinical practice. This narrative review establishes a five-dimensional analytical framework-driving forces, curriculum restructuring, pedagogical innovation, practical translation, and outcome evaluation-developed from the multidisciplinary-interdisciplinary-transdisciplinary integration continuum, competency-based medical education theory, and constructive alignment principles. The framework, with the traditional discipline-based teaching model as the comparison baseline, is applied to systematically examine 105 studies from 2016 to 2025, identified through a reproducible search protocol across PubMed, Web of Science, Scopus, ERIC, and CNKI. The analysis reveals a progressive evolution from knowledge-service to competency-construction paradigms across multiple national contexts. Curriculum restructuring has advanced through a complementary three-stage trajectory, with clinical-topic spiral modules demonstrating superior knowledge transfer in settings with established cross-disciplinary faculty collaboration. Pedagogical innovation has achieved contrastive complementarity between case-based and problem-based learning, supported by Bayesian network meta-analysis evidence, though reported effect sizes are moderated by implementation fidelity, class size, and assessment alignment. Experimental teaching reform has progressed along a four-stage trajectory toward interdisciplinary innovative experiments, with virtual simulation addressing infrastructure constraints in resource-limited settings. A multi-level assessment framework, operationalized through an instrument-outcome matrix linking knowledge, clinical reasoning, practical skills, and long-term outcomes, is proposed to replace the current fragmented evaluation landscape. Three persistent bottlenecks-cross-disciplinary faculty development, resource integration mechanisms, and evaluation standard unification-constrain further progress. The review's findings are framed with appropriate caution, acknowledging the predominance of single-center small-sample studies that limit generalizability, and recognizing that high-quality educational research can employ diverse methodologies beyond randomized controlled trials.",
  "abstract_shown": true,
  "affiliations": [
    "Chemistry Department, College of Pharmacy, Xinjiang Medical University, Urumqi, China."
  ],
  "article_type": "review article",
  "arxiv": null,
  "author_total": 4,
  "authors": [
    {
      "affs": [
        0
      ],
      "name": "Abliz Abdurahman"
    },
    {
      "affs": [
        0
      ],
      "name": "Xiaoli Ma"
    },
    {
      "affs": [
        0
      ],
      "name": "Yu Zhang"
    },
    {
      "affs": [
        0
      ],
      "name": "Fenglian Tong"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/3xpd6vtn58pxb.bib",
  "cited_by": 0,
  "doi": "10.3389/fmed.2026.1958220",
  "fulltext_url": "https://europepmc.org/articles/PMC13681371",
  "id": "3xpd6vtn58pxb",
  "issns": [
    "2296-858X"
  ],
  "landing_url": "https://europepmc.org/article/MED/42903436",
  "language": "eng",
  "licence": "CC-BY",
  "licence_label": "CC BY",
  "licence_source": "article",
  "licence_url": "https://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": null,
  "native_subjects": [
    [
      "openalex",
      "2739|Innovations in Medical Education"
    ]
  ],
  "openalex": "W7220707107",
  "pdf_url": "https://europepmc.org/articles/PMC13681371?pdf=render",
  "pmcid": "PMC13681371",
  "pmid": "42903436",
  "published": "2026-10-06",
  "publisher": null,
  "ris": "https://research.draconitic.com/paper/3xpd6vtn58pxb.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:19:57Z",
      "native_id": "MED:42903436",
      "source": "europepmc",
      "url": "https://europepmc.org/article/MED/42903436"
    }
  ],
  "subjects": [
    {
      "field": "medicine",
      "origin": "openalex:2739|Innovations in Medical Education",
      "subfield": "epidemiology-public-health"
    }
  ],
  "title": "Chemistry-medicine interdisciplinary integration in medical education: a narrative review of teaching reform, evidence synthesis, and international perspectives.",
  "title_text": "Chemistry-medicine interdisciplinary integration in medical education: a narrative review of teaching reform, evidence synthesis, and international perspectives.",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:19:57Z",
  "url": "https://research.draconitic.com/paper/3xpd6vtn58pxb",
  "venue": "Frontiers in medicine",
  "versions": []
}