Bridging physics and clinical practice: a pilot study on plasma medicine education for medical students

Abstract

Background: Plasma medicine is an emerging interdisciplinary field, yet educational gaps exist for clinical undergraduates. This pilot study evaluated a 6-week elective course designed to address this need at a medical university. Methods: The course was developed using Kern’s curriculum framework. It blended case studies, project-based learning (PBL), and multidisciplinary workshops to integrate plasma physics with clinical applications. Pre-course knowledge self-assessments were conducted, alongside quantitative course evaluations, objective PBL assessments, and qualitative feedback collection. Results: A total of 85 students participated in the course. Pre-course self-assessments revealed a substantially deficient understanding of plasma medicine among students, with over 85.8% showing limited understanding of fundamental concepts. Post‑course quantitative evaluations showed over 90.0% of participants endorsed the course’s educational value and teaching effectiveness. Regarding the objective PBL assessments, the mean score for PBL project deliverables across all groups was 20.27 out of 27. In qualitative feedback, all interviewees reported having acquired a systematic understanding of both the principles and medical applications of plasma technology. Despite high satisfaction, some students recommended simplifying physics concepts and allowing more time for project-based activities to enhance practical learning. Conclusions: These results suggest that the interdisciplinary curriculum shows potential for enhancing students’ familiarity with and confidence in plasma medicine. Longitudinal validation is warranted to support broader implementation. Clinical trial number: Not applicable.