Two decades of development in medical functional experimental science in China: faculty perspectives from a cross-sectional study

Abstract Medical Functional Experimental Science (MFES) integrates physiology, pathophysiology, and pharmacology laboratory courses into a cohesive laboratory curriculum in China’s medical education. However, limited research exists on its implementation and evolution over the past two decades. This cross-sectional study surveyed experienced teachers from China’s top 100 medical schools. A total of 89 valid responses were received. A decline in technician numbers was reported by 62.9% of schools, potentially due to equipment automation and resource reallocation. The majority of the schools accommodated fewer than 30 students per laboratory. Over the past 20 years, laboratory sizes increased in 40.5% of the schools. Regarding the ratio of human experiments to animal experiments, of the schools surveyed, 60% reported less than 1 to 6, and 12% showed 1 to 5. The study also highlights the adoption of advanced teaching equipment, such as integrated signal acquisition systems and wireless human experiment systems, which have enhanced laboratory efficiency and student engagement. Furthermore, the integration of innovative and comprehensive experiments has been instrumental in fostering critical thinking and problem-solving skills among students. Despite progress, challenges remain, including technician shortages and uneven regional resource distribution, requiring policy interventions and global benchmarking.