JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v9i8.11290ArticleThe application of interdisciplinary integrated teaching in rheumatoid arthritis (RA) medical educationhttps://artdesignp.com/journal/JCER/9/8/10.26689/jcer.v9i8.11290QianHe,WeiYuan-Yuan,WangJian,YanHe-Guo,LuHong-Ting,XiaoNi-Qin,ChenBing-Bing,HeQiu-Mei,ShenJia-Yan,LiZhao-Fu2025982025-09-04Interdisciplinary Integrated Teaching is based on constructivist learning theory, systems theory, and collaborative learning theory, emphasising the comprehensive nature of knowledge and its contextual application. Constructivism holds that learning is a process of constructing personal cognition through the integration of knowledge from different fields, while systems theory emphasises that the diagnosis and treatment of complex diseases such as RA require a multidisciplinary collaborative perspective. Collaborative learning theory supports the cultivation of students’ comprehensive abilities and problem-solving skills through teamwork. RA is a chronic, systemic autoimmune disease involving multiple organ systems and complex management strategies. Interdisciplinary integrated teaching integrates disciplines such as rheumatology and immunology, imaging, and pharmacy to help students understand the pathophysiological mechanisms, diagnostic criteria, treatment protocols, and patient management of RA, thereby enhancing their ability to address complex diseases.

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